110年第1學期-3188 社會:城市與影像 課程資訊

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評分方式

評分項目 配分比例 說明
Attendance 25
Midterm Project 25
Response Paper 50

選課分析

本課程名額為 65人,已有57 人選讀,尚餘名額8人。

授課教師

郭任峯

教育目標

What is a city? What were the conditions as well as socio-historical contexts in which modern cities came about? How does the formation and transformation of the urban space have impacts to the people living in that city? What are the relationships between a city and its people, along with their feelings, consciousness, identities, professions, social conduct, consumption, and all the various practices? How do cultural practices like movie and literature reveal a city; how do they help us shape ideas of this or that city? They are all questions that concern virtually us all. Humankind in the 21st century is increasingly becoming a species living in a highly compact and complex space that we call “city”, yet there always seems to be so much we need to know of living in the city. And we learn of the city mostly from images, yet the relations between images and the city are often underexplored. In this class we explore topics regarding urban culture and urban life from cultural and social scientific perspectives. We take examples from some of the significant world cities today, including New York, Paris, Chicago, Los Angeles, and Las Vegas; we also look at the cities we are more familiar with, like Taichung and Taipei. These cities may concern us in their own ways; we may be born/raised there, we may have traveled or lived there for some time, or their social history involves how we perceive what a “modern/worldly city” should be about. Throughout the semester we look at the city in relations to subject matters like gender, migration, and subculture. With all the examples as well as film appreciation in correspondence with certain topics, we try and understand how cultural production reflects on and interact with urban culture and social change.

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

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Peter Hall (1988). Cities of Tomorrow: An Intellectual History of Urban Planning and Design in the Twentirth Century. (明日城市:二十世紀城市規劃設計的思想史).
Joel Kotkin. The City: A Global History. Modern Library, 2006.
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