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一定要這麼狠嗎？？
魏爺爺ORZ
[Important note: this syllabus is only a draft. I will finalize the syllabus
only after feedback from students. In addition, I will cut the readings so that
each week’s readings is about thirty or so pages per week. Finally, all—or almost
all—the readings have Chinese language translations.] DESCRIPTION. This is the
second semester of a two-semester course where students read those classic
writings essential for a solid foundation in intellectual and social thought.
The second semester of this course concentrates on those classic writings in
intellectual and social thought in the Eighteenth and Nineteenth Centuries that
are critical to understanding subsequent currents in intellectual and social
thought in the Twentieth and Twenty-First Centuries. (Some of the readings do
stray into the Twentieth Century for those figures the center of gravity of whose
work was in the Nineteenth Century, but who continued to write important works
into the first decades of the Twentieth Century. At the request of the Department
of Humanities and Social Sciences, the readings are limited to Western language
texts.) The course is designed to be challenging but great fun, and above all
helpful for each student’s confidence and success in other courses and his or her
intellectual development in general. The course instructor warmly welcomes and is
absolutely committed to responding positively to constructive input from the
course’s students about how to improve the design and progress of the course.
Any student can arrange—whatever the reason—a meeting with the course instructor,
by either asking directly or emailing the course instructor, or by asking or
emailing one of the teaching assistants. (See, also, below for “Special Needs.”)
GOALS. The central goal of the course is to effectively read, locate, and react to
important texts on intellectual and social thought in the Eighteenth and Nineteenth
Centuries. Specially, each student learns how to:·read important texts so that a
student understands what has actually been intended and reads in a way so that what
has been learned can be effectively accessed in his or her own discussion and
writing.·locate a text within intellectual and social thought in the Eighteenth
and Nineteenth Centuries. This first includes accurately identifying a text’s
crucial points and logical coherence. This secondly includes accurately relating
the crucial points and their logical coherence to the broader intellectual,
political, economic, and cultural contexts of that time.·react (through both
discussion and writing) to a text by coherently critiquing its coherence and
reliability. This first includes accurately identifying the relevant subsequent
literature relevant for evaluating a text. The second includes making novel,
focused, and telling personal contributions to the critical literature on a text.
REQUIREMENTS. In addition to regular and punctual attendance (see “Attendance”
below), each student is required to complete the weekly readings and write their
own unique response to those readings (see Table below entitled “Helpful Websites
for the Writing Assignments”; see, in addition, “Plagiarism” below). The
schedule for the writing assignments is as below (see “Schedule”). The weekly
writing assignments include three genres: (1) outlines, (2) abstracts, and (3)
critiques. There will be in class explanations of each of these three genres;
when available the course instructor or teaching assistants will provide source
materials on each genre from the Internet; and, the university’s writing center
tutors will be able to give valuable expanded discussions of each genre. Each
student will discover that he or she uses what he or she has written when
participating in class discussions. Each student will also present some of his or
her writing assignments orally as in class presentations. There will be
arrangements for the schedule for student presentations at the first class meeting.
Whatever the genre of the weekly writing assignment and less front and end matter,
each writing assignment must be between five hundred and seven hundred words
/characters in length. Finally:·During the preparation of writing assignments,
each student is required to use the university’s WritingCenter.·All written work
must follow appropriate style standards and formatting requirements as explained
in class by the instructors and teaching assistants and as elaborated upon by the
tutors of the university’s WritingCenter. Willful failure to follow the style
standards and formatting requirements will result in a failing grade for a writing
assignment.·Each writing assignment is due no later than twelve o’clock noon the
day before the class meeting. Submission of all written work is to the email
address of the teaching assistants as given in class. Late work is not accepted
and the grade is an automatic zero for that writing assignment.·Each student has
two class meetings where he or she can either not do the writing assignment or
substitute the writing assignment for the lowest grade of another writing
assignment for that semester.·There will be a final examination. Though the
instructor will solicit student input about the form of the final exam, the final
exam will certainly involve each student utilizing his or her writing portfolio
from the course’s weekly writing assignments. ATTENDANCE. Unless there are very
important and exceptional mitigating circumstances, any student who has more than
two unexcused absences fails the course. Excused absences and their certification
are as defined by university regulations. Normally, students must notify the course
assistants twenty-four hours before class if they expect to be absent. Teaching
assistants are responsible for taking attendance and they will count any student
late for class as absent. PLAGIARISM. Plagiarism is the copying of what somebody
else has written or said—or even taking somebody else’s ideas from what has been
written or said—and presenting them as one’s own. Any student found to be
plagiarizing writing assignments, whatever the source and whether willfully or not,
risks receiving a failing grade for this course. Special Needs. Each student is
different. Thus, no matter how well thought out a course design may be and no
matter how effective that course may be for the majority of students, there will
inevitably be ways in which the special needs of individual students require
individual attention. So long as the need is real and the student sincere, the
course instructor can make special arrangements to meet any student’s special
needs. A student with a special need should promptly contact the course instructor
or one of the teaching assistants before the special need interferes with course
performance. Usually, there can be an arrangement mutually satisfactory to
instructor and student and without compromising the needs or interests of the
other students. One special concern may be language. The course readings are all
in English and the lectures can be either in English or in Chinese. Additionally,
some students may feel more comfortable writing (or speaking) in Chinese, and others
students more comfortable writing (or speaking) in English. Though the course
instructor encourages each student to try to improve their writing (and speaking)
in both their first and second languages, no student should feel that they must
write (or speak) always and only in either their first or second language. Finally,
the course instructor or the assistants can help students locate Chinese language
(or other language) translations of the course readings.
Darwin, Charles and A. R. Wallace1858On the Tendency of Species to form Varieties; and on the Perpetuation of Varieties and Species by Natural Means of Selection
http://pages.britishlibrary.net/charles.darwin3/jpls.html#natsel
Durkheim, Emile1893The Division of Labor in Society.
http://www2.pfeiffer.edu/~lridener/DSS/Durkheim/DIVLABOR.HT
1895The Rules of the Sociological Method
.http://www2.pfeiffer.edu/~lridener/DSS/Durkheim/SOCFACT.HTML
Engels, Frederick1884The Origin of the Family, Private Property and the State.
http://www.marxists.org/archive/marx/works/1884/origin-family/
Freud, Sigmund1897The Interpretation of Dreams.
http://www.psywww.com/books/interp/toc.htm
Hume, David1779Dialogues Concerning Natural Religion.
http://www.gutenberg.net/etext03/dlgnr10.txt
Lyell, Charles1830Principles of Geology.
http://www.esp.org/books/lyell/principles/facsimile/title3.html
1863The Antiquity of Man.
http://www.esp.org/books/lyell/principles/facsimile/title3.html
Maine, Henry Sumner1861Ancient Law.
http://socserv.mcmaster.ca/econ/ugcm/3ll3/maine/anclaw/index.html
Marx, Karl1858Pre-Capitalist Economic Formations.
http://eserver.org/marx/1858-pre.capitalist.ec/
Marx, Karl and Frederick Engels1848The Communist Manifesto.
http://eserver.org/marx/1848-communist.manifesto/
Paine, Thomas1776On Monarchy and Hereditary Succession.
http://socserv.mcmaster.ca/econ/ugcm/3ll3/paine/volume2/012-028%20%20Monarchy%20And%20Hereditary%20Succession.rtf
1775African Slavery in America.
http://socserv.mcmaster.ca/econ/ugcm/3ll3/paine/volume2/105-113%20African%20Slavery%20in%20America.rtf
Rousseau, Jean-Jacques1755aA Discourse Upon The Origin And The Foundation Of The Inequality Among Mankind.
http://etext.lib.virginia.edu/etcbin/toccer-reldem?id=RouMank.xml&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=all
1755bA Discourse on Political Economy.
http://www.constitution.org/jjr/polecon.htm
1762The Social Contract OR Principles of Political Right.
http://etext.lib.virginia.edu/etcbin/toccer-reldem?id=RouSoci.xml&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=all
Weber, Max1911-14Introduction to the Sociology of World Religions.
http://www.ne.jp/asahi/moriyuki/abukuma/weber/world/intro/world_intro_frame.html
COURSE INTRODUCTION
February 161NoneNone
NATURALIZING EVIL
February 232Jean-Jacques Rousseau (1755a)Outline
March 13Jean-Jacques Rousseau (1755b)Abstract
March 84David Hume (1779)Outline
INVENTING CONSENSUS
March 155Jean-Jacques Rousseau (1762)Critique
March 226Thomas Paine (1776, 1775)Abstract
March 297Henry Sumner Maine (1861)Critique
April 58四月1日(四) ‧ 校際活動週(停課至4月5日止)
DISCOVERING PREHISTORY
April 129Charles Lyell (1830, 1863)Critique
April 1910TBA Something on race or linguistics?Abstract
April 2611Charles Darwin and A. R. Wallace (1858)Critique
POLITICIZING ECONOMICS
May 312Karl Marx and Frederick Engels (1848)Critique
May 1013Karl Marx (1858)Abstract
May 1714Frederick Engels (1884)Critique
EQUATING DIFFERENCES
May 2415Emile Durkheim (1893, 1895)Critique
May 3116Max Weber (1911-14)Abstract
June 717Sigmund Freud (1897)Critique
FINAL EXAM
June 14六月14日(一) ‧ 期末考試開始(至6月18日止)‧ 本學期休學申請截止
魏爺爺ORZ
[Important note: this syllabus is only a draft. I will finalize the syllabus
only after feedback from students. In addition, I will cut the readings so that
each week’s readings is about thirty or so pages per week. Finally, all—or almost
all—the readings have Chinese language translations.] DESCRIPTION. This is the
second semester of a two-semester course where students read those classic
writings essential for a solid foundation in intellectual and social thought.
The second semester of this course concentrates on those classic writings in
intellectual and social thought in the Eighteenth and Nineteenth Centuries that
are critical to understanding subsequent currents in intellectual and social
thought in the Twentieth and Twenty-First Centuries. (Some of the readings do
stray into the Twentieth Century for those figures the center of gravity of whose
work was in the Nineteenth Century, but who continued to write important works
into the first decades of the Twentieth Century. At the request of the Department
of Humanities and Social Sciences, the readings are limited to Western language
texts.) The course is designed to be challenging but great fun, and above all
helpful for each student’s confidence and success in other courses and his or her
intellectual development in general. The course instructor warmly welcomes and is
absolutely committed to responding positively to constructive input from the
course’s students about how to improve the design and progress of the course.
Any student can arrange—whatever the reason—a meeting with the course instructor,
by either asking directly or emailing the course instructor, or by asking or
emailing one of the teaching assistants. (See, also, below for “Special Needs.”)
GOALS. The central goal of the course is to effectively read, locate, and react to
important texts on intellectual and social thought in the Eighteenth and Nineteenth
Centuries. Specially, each student learns how to:·read important texts so that a
student understands what has actually been intended and reads in a way so that what
has been learned can be effectively accessed in his or her own discussion and
writing.·locate a text within intellectual and social thought in the Eighteenth
and Nineteenth Centuries. This first includes accurately identifying a text’s
crucial points and logical coherence. This secondly includes accurately relating
the crucial points and their logical coherence to the broader intellectual,
political, economic, and cultural contexts of that time.·react (through both
discussion and writing) to a text by coherently critiquing its coherence and
reliability. This first includes accurately identifying the relevant subsequent
literature relevant for evaluating a text. The second includes making novel,
focused, and telling personal contributions to the critical literature on a text.
REQUIREMENTS. In addition to regular and punctual attendance (see “Attendance”
below), each student is required to complete the weekly readings and write their
own unique response to those readings (see Table below entitled “Helpful Websites
for the Writing Assignments”; see, in addition, “Plagiarism” below). The
schedule for the writing assignments is as below (see “Schedule”). The weekly
writing assignments include three genres: (1) outlines, (2) abstracts, and (3)
critiques. There will be in class explanations of each of these three genres;
when available the course instructor or teaching assistants will provide source
materials on each genre from the Internet; and, the university’s writing center
tutors will be able to give valuable expanded discussions of each genre. Each
student will discover that he or she uses what he or she has written when
participating in class discussions. Each student will also present some of his or
her writing assignments orally as in class presentations. There will be
arrangements for the schedule for student presentations at the first class meeting.
Whatever the genre of the weekly writing assignment and less front and end matter,
each writing assignment must be between five hundred and seven hundred words
/characters in length. Finally:·During the preparation of writing assignments,
each student is required to use the university’s WritingCenter.·All written work
must follow appropriate style standards and formatting requirements as explained
in class by the instructors and teaching assistants and as elaborated upon by the
tutors of the university’s WritingCenter. Willful failure to follow the style
standards and formatting requirements will result in a failing grade for a writing
assignment.·Each writing assignment is due no later than twelve o’clock noon the
day before the class meeting. Submission of all written work is to the email
address of the teaching assistants as given in class. Late work is not accepted
and the grade is an automatic zero for that writing assignment.·Each student has
two class meetings where he or she can either not do the writing assignment or
substitute the writing assignment for the lowest grade of another writing
assignment for that semester.·There will be a final examination. Though the
instructor will solicit student input about the form of the final exam, the final
exam will certainly involve each student utilizing his or her writing portfolio
from the course’s weekly writing assignments. ATTENDANCE. Unless there are very
important and exceptional mitigating circumstances, any student who has more than
two unexcused absences fails the course. Excused absences and their certification
are as defined by university regulations. Normally, students must notify the course
assistants twenty-four hours before class if they expect to be absent. Teaching
assistants are responsible for taking attendance and they will count any student
late for class as absent. PLAGIARISM. Plagiarism is the copying of what somebody
else has written or said—or even taking somebody else’s ideas from what has been
written or said—and presenting them as one’s own. Any student found to be
plagiarizing writing assignments, whatever the source and whether willfully or not,
risks receiving a failing grade for this course. Special Needs. Each student is
different. Thus, no matter how well thought out a course design may be and no
matter how effective that course may be for the majority of students, there will
inevitably be ways in which the special needs of individual students require
individual attention. So long as the need is real and the student sincere, the
course instructor can make special arrangements to meet any student’s special
needs. A student with a special need should promptly contact the course instructor
or one of the teaching assistants before the special need interferes with course
performance. Usually, there can be an arrangement mutually satisfactory to
instructor and student and without compromising the needs or interests of the
other students. One special concern may be language. The course readings are all
in English and the lectures can be either in English or in Chinese. Additionally,
some students may feel more comfortable writing (or speaking) in Chinese, and others
students more comfortable writing (or speaking) in English. Though the course
instructor encourages each student to try to improve their writing (and speaking)
in both their first and second languages, no student should feel that they must
write (or speak) always and only in either their first or second language. Finally,
the course instructor or the assistants can help students locate Chinese language
(or other language) translations of the course readings.
Darwin, Charles and A. R. Wallace1858On the Tendency of Species to form Varieties; and on the Perpetuation of Varieties and Species by Natural Means of Selection
http://pages.britishlibrary.net/charles.darwin3/jpls.html#natsel
Durkheim, Emile1893The Division of Labor in Society.
http://www2.pfeiffer.edu/~lridener/DSS/Durkheim/DIVLABOR.HT
1895The Rules of the Sociological Method
.http://www2.pfeiffer.edu/~lridener/DSS/Durkheim/SOCFACT.HTML
Engels, Frederick1884The Origin of the Family, Private Property and the State.
http://www.marxists.org/archive/marx/works/1884/origin-family/
Freud, Sigmund1897The Interpretation of Dreams.
http://www.psywww.com/books/interp/toc.htm
Hume, David1779Dialogues Concerning Natural Religion.
http://www.gutenberg.net/etext03/dlgnr10.txt
Lyell, Charles1830Principles of Geology.
http://www.esp.org/books/lyell/principles/facsimile/title3.html
1863The Antiquity of Man.
http://www.esp.org/books/lyell/principles/facsimile/title3.html
Maine, Henry Sumner1861Ancient Law.
http://socserv.mcmaster.ca/econ/ugcm/3ll3/maine/anclaw/index.html
Marx, Karl1858Pre-Capitalist Economic Formations.
http://eserver.org/marx/1858-pre.capitalist.ec/
Marx, Karl and Frederick Engels1848The Communist Manifesto.
http://eserver.org/marx/1848-communist.manifesto/
Paine, Thomas1776On Monarchy and Hereditary Succession.
http://socserv.mcmaster.ca/econ/ugcm/3ll3/paine/volume2/012-028%20%20Monarchy%20And%20Hereditary%20Succession.rtf
1775African Slavery in America.
http://socserv.mcmaster.ca/econ/ugcm/3ll3/paine/volume2/105-113%20African%20Slavery%20in%20America.rtf
Rousseau, Jean-Jacques1755aA Discourse Upon The Origin And The Foundation Of The Inequality Among Mankind.
http://etext.lib.virginia.edu/etcbin/toccer-reldem?id=RouMank.xml&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=all
1755bA Discourse on Political Economy.
http://www.constitution.org/jjr/polecon.htm
1762The Social Contract OR Principles of Political Right.
http://etext.lib.virginia.edu/etcbin/toccer-reldem?id=RouSoci.xml&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=all
Weber, Max1911-14Introduction to the Sociology of World Religions.
http://www.ne.jp/asahi/moriyuki/abukuma/weber/world/intro/world_intro_frame.html
COURSE INTRODUCTION
February 161NoneNone
NATURALIZING EVIL
February 232Jean-Jacques Rousseau (1755a)Outline
March 13Jean-Jacques Rousseau (1755b)Abstract
March 84David Hume (1779)Outline
INVENTING CONSENSUS
March 155Jean-Jacques Rousseau (1762)Critique
March 226Thomas Paine (1776, 1775)Abstract
March 297Henry Sumner Maine (1861)Critique
April 58四月1日(四) ‧ 校際活動週(停課至4月5日止)
DISCOVERING PREHISTORY
April 129Charles Lyell (1830, 1863)Critique
April 1910TBA Something on race or linguistics?Abstract
April 2611Charles Darwin and A. R. Wallace (1858)Critique
POLITICIZING ECONOMICS
May 312Karl Marx and Frederick Engels (1848)Critique
May 1013Karl Marx (1858)Abstract
May 1714Frederick Engels (1884)Critique
EQUATING DIFFERENCES
May 2415Emile Durkheim (1893, 1895)Critique
May 3116Max Weber (1911-14)Abstract
June 717Sigmund Freud (1897)Critique
FINAL EXAM
June 14六月14日(一) ‧ 期末考試開始(至6月18日止)‧ 本學期休學申請截止
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