◎系所教育目標：
1.具備廣博與專精之教育學術知識。
2.深化獨立與純熟之教育研究素養。
3.發展省思與批判之教育研究精神。
4.統整理論與實務之教育實踐能力。 |
| ◎核心能力 | 關聯性 |
| 1.「本土化」思維與「全球化」視野之知能與涵養。 | 3 關聯性中等 |
| 2.卓越的教育專業研究知能與涵養。 | 5 關聯性最強 |
| 3.卓越的「教育理論」與其應用之專業能力與涵養。 | 5 關聯性最強 |
| 4.卓越的「課程與教學」理論和實務之專業能力與涵養。 | 3 關聯性中等 |
| 5.從事高階「教育行政與文教事業」工作之專業能力與涵養。 | 2 關聯性稍弱 |
| 6.反省、敬業、溝通、領導與團隊合作之能力與涵養。 | 4 關聯性稍強 |
| 7.合理性邏輯思考、尊重多元文化和人道關懷之能力與涵養。 | 5 關聯性最強 |
◎本學科學習目標：
In this core seminar, students are expected to explore the philosophical underpinnings of education in modern society, the relationship between the philosophy of deconstruction and education, and acquire the skills of the discipline to analyse current issues in a variety of educational settings. Since this seminar is designed for PhD or EdD students, in-depth and critical reading is required. Readings and other seminar resources focusing on particular themes rather than a wide variety of perspectives will be preferred. Through in-depth exploration of particular themes in relation to education, each student will draw upon these to develop his/her own informed statement of educational philosophy, and to examine a specific issue. Particular emphasis in placed on the application of philosophy to school and classroom experience, and discovering the foundations of educational beliefs and practices. This semester focuses on DECONSTRUCTION AND EDUCATION. Designed as an in‐depth introduction to Contemporary European Philosophy and to continental philosophy as a way of doing philosophy of education, this course will focus on those theoretical writings of Jacques Derrida that are concerned with major European philosophers of the 19th and 20th centuries. |
| ◎教學進度： |
| 週次 | 主題 | 教學內容 | 教學方法 |
01
| introduction | 簡介本課大綱、主要資料與上課方式
概論：當代教育重要課題
Modern philosophy https://en.wikipedia.org/wiki/Modern_philosophy
Contemporary philosophy https://en.wikipedia.org/wiki/Contemporary_philosophy
post-modern philosophy https://en.wikipedia.org/wiki/Postmodern_philosophy
Deconstruction https://en.wikipedia.org/wiki/Deconstruction | 講授、討論。 |
02
| introduction of basic concepts and ideas | Derrida. https://en.wikipedia.org/wiki/Jacques_Derrida
Philip Higgs: Deconstruction and re-thinking education. South African Journal of Education, Vol 22(3) 170 – 176. | 作業/習題演練、講授、討論。 |
03
| deconstruction | Derrida & Caputo: Deconstruction in a nutshell. | 作業/習題演練、講授、討論。 |
04
| deconstruction | Derrida & Caputo: Deconstruction in a nutshell. | 作業/習題演練、講授、討論。 |
05
| deconstruction | Derrida & Caputo: Deconstruction in a nutshell. | 作業/習題演練、講授、討論。 |
06
| phonocentrism | Derrida, Grammatology.. | 作業/習題演練、講授、討論。 |
07
| phonocentrism | Derrida, Grammatology. | 作業/習題演練、講授、討論。 |
08
| phonocentrism | Derrida, Grammatology. | 作業/習題演練、講授、討論。 |
09
| phonocentrism | Derrida, Grammatology. | 作業/習題演練、口頭報告。 |
10
| phonocentrism | Derrida, Grammatology. | 作業/習題演練、講授、討論。 |
11
| ecological /environmental philosophy and deconstruction | Eco-deconstruction: Derrida &environmental philosophy | 作業/習題演練、講授、討論。 |
12
| ecological /environmental philosophy and deconstruction | Eco-deconstruction: Derrida &environmental philosophy | 作業/習題演練、講授、討論。 |
13
| ecological /environmental philosophy and deconstruction | Eco-deconstruction: Derrida &environmental philosophy | 作業/習題演練、講授、討論。 |
14
| ecological /environmental philosophy and deconstruction | Eco-deconstruction: Derrida &environmental philosophy | 作業/習題演練、講授、討論。 |
15
| posthumanism | Haraway: A Cyborg Manifesto | 作業/習題演練、講授、討論。 |
16
| posthumanism | Hayles. How we became posthuman. Chapter one | 作業/習題演練、講授、討論。 |
17
| posthumanism | Haraway: A Cyborg Manifesto
Hayles. How we became posthuman. Chapter one | 作業/習題演練、口頭報告、討論。 |
18
| term paper presentation | term paper presentation and discussion | 作業/習題演練、口頭報告、討論。 |
◎課程要求：
1.One or two pages summary of reading materials in weekly class.
2.The following ideas in relation to education are suggested for writing a final essay draft: deconstruction, deconstruction, justice, right to philosophy, classics studies, eco-deconstruction, posthumanism, cyborg, technology, etc.
3.Prohibitions against plagiarism will be strictly enforced.
4.Complete your own term paper and submit it to a conference or a journal for publication is highly encouraged.
5.Be on time for class.
6.Upload your weekly report and term easy to the MOODLE system. |
◎成績考核
課堂參與討論30% : 上課出缺席表現，上課時請勿開筆電。Attendance and Discussions in class.
書面報告30% : Final essay draft
作業/習題演練30% : Weekly report of reading materials
將期中報告期末報告投稿研討會狀況 publication or submission for conferences or journals 10%
|
◎參考書目與學習資源
Derrida & Caputo (1997). Deconstruction in a nutshell.
Derrida. J. (1976). Grammatology. Baltimore, MA:JHU.
Hayles, N. K. (1999). How we became posthuman: Virtual bodies in cybernetics, literature, and informatics. Chicago, Il: University of Chicago Press.
Matthias Fritsch, et al. (2018). Eco-Deconstruction: Derrida and Environmental Philosophy (Groundworks: Ecological Issues in Philosophy and Theology)
Haraway, D. (1991). A cyborg manifesto: Science, technology, and socialist-feminism in the late twentieth century. Simians, cyborgs, and women: The reinvention of women (pp. 149-181). London and New York: Routledge.
Noel Gough (2004). Rewording the world: poststructuralism, deconstruction and the ‘real’ in environmental education, Southern African Journal of Environmental Education, Vol.21, 2004, pp. 23–36.
Payne, Phillip G.; Wattchow, Brian (2009). Phenomenological Deconstruction, Slow Pedagogy, and the Corporeal Turn in Wild Environmental/Outdoor Education. Canadian Journal of Environmental Education (CJEE). 14, p15-
Payne, P. G. (2015). Vagabonding slowly: Ecopedagogy, metaphors, figurations, and nomadic ethics. Canadian Journal of Environmental Education (CJEE), 19, 47-69.
McKenzie, M. (Ed.) Fields of green: Restorying culture, environment, and education.
Payne, P. (2009). Postmodern oikos. Fields of green: Restorying culture, environment, and education, 309-322.
Trifonas(ed.) Revolutionary pedagogies. London: Routledge. |
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