102年第2學期-3247 社會:民主主義在東亞:從冷戰到今日 課程資訊

課程分享

選課分析

本課程名額為 50人,已有37人選讀,尚餘名額13人。

評分方式

評分項目 配分比例 說明
participation 33 including the field trips
research projects 33
mid-term and term papers 33

授課教師

古川千?

教育目標

Democracy takes different forms in different historical, social, political, and economic contexts. In the East Asia, especially after the WWII, the concept of democracy was promoted mainly by the United States of America. We will look closely at how social and political movements by the local peoples were suppressed and sabotaged at the very beginning of the Cold War and how this affected the developments of democracy in South Korea, Japan, and Taiwan. We will understand how these three countries economically developed rapidly during the Cold War with the American aids and, also, how economical liberalism prevailed in these countries which directly lead to the present neo-liberalism. The course intends to raise students’historical awareness toward the society and its democratic principles.

課程概述

通識課程不同於專業課程,實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧;同時通識課程所提供的知識,不是專業課程的淺薄化,而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養:求真素養、篤信素養、力行素養與宏通素養,以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神,在通識課程老師的引導下,逐漸培養其通識教育基本素養,並期待能終身學習。各種基本素養並訂有具體的學習成效指標,以做教學與學習成效之自我檢證的具體指標,分述如下:求真素養(自然領域):1.學習自然科學的方法或哲學以探索物理與生命世界的微妙,2.發揮就事論事的精神,3.能參與科學議題相關的公共事務。篤信素養(人文領域):1.學習人文精神以探索內在自我與領會人類文明的深層價值,2.發展自律精神,3.能運用理性進行道德推理。力行素養(社會領域):1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力,2.承認與尊重多元差,3.實踐民主審議的精神。宏通素養(跨領域):1.追求人類的整體價值,2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選,不必拘泥。

課程資訊

參考書目

A Conversation with Lee Kuan Yew, Foreign Affairs April 1994
Is Culture Destiny? The Myth of Asia's Anti-Democratic Values, Kim Daejung, Foreign Affairs December 1994
The Untold History of the United States, Oliver Stone and Peter Kuznick, 2012, Random House