ࡱ> y RN[bjbjygNeW00%xetybW00%݅SvQW00%ZSŖXUMOXYe-N_x[00R2x[RRYe+^%%_xO%RxOc-Ne/et^}N~ N NeQXYex[RKNx[| NP8h_R(%S_gQwR %/yb$RR %nT\OR %q}teuReR%ybK(uR %{tRR %eSތgR %lQl[R zvj,g z ^gTbN Nvj 1. N͑lQqQ-rppLTev֊It1u 2. rs_`"}SwlQqQ-rpvR &NcQ]vyb$R'`ޞ 3. 1\,g z@bx[0Rv;NL SN\OpvQNx[yvvܕ̀ofwX This course aims to: " Provide a clear introduction to the public controversial issues and arguments " Provide students with the skills and competencies required to comment on public issues " Enable students to relate themes within this course to other aspects of their learning zc,g z;N֊l;N?el-Nv g0Ʌ1u>yg-NlQqQ-rpNN x[ux[ gvt1u gve_0(W gt1ueb ,g z;N/fPRT[O'Yx[Michael Sandel(W?elTx[ Nv֊Ie_ _R)R;N01u>eN;N0>y;N0N̑eY_;NI{e_2L֊I0(W gvb] N GRN?elO\Op gxQ{0,g zW͑N PHh֊[o}ve_ Tx[P_ gR ^gɅNW >yg-NMzuiSlQqQNRvo}YlQl0 This course focuses on how to persuade in a democracy through discussing public controversial issues in order to make students learn reasoning and skills of persuasion. On the side of reasoning, this course follows the approach of Michael Sandels framework of political philosophy, such as utilitarianism, libertarianism, communitarianism, Aristotle and etc. With regard to skills, I introduce political rhetoric as the paradigm of persuasion`. This class exploits case study and experiential discussion to let students learn the ability of persuasion in order to cultivate good citizens who engage public affairs actively. cgQ[,{N1 zN9}(Introduction: Poor English, Rich Communication) ,{N1 l;N[p֊IIb Democratic Deliberation: Argument and Justification ,{ N1 ?elO g Political Rhetoric and Persuasion ,{V1 0ckN4X`KNe 0,{NzckxvN OUL֊pUObPZPckxvN Justice: What is the Right Thing to Do? Chapter 1: DOING THE RIGHT THING Question: Why should we do the right thing? ,{N1 ,{NzgYxeNvg'Yx^yR)R;N OUL֊ʎNN bPrYUOxd Chapter 2: THE GREATEST HAPPINESS PRINCIPLE / UTILITARIANISM Question: In the case of the trolley car, what is your choice? ,{mQ1 ,{ Nzbb}Txkb g1u N;N OUL֊?e^SNP6RXNʎN[k~[hQ6^U? Chapter 3: DO WE OWN OURSELVES? / LIBERTARIANISM Question: Is it legitimate for a government to require a passenger to wear a seat belt ,{N1 ,{VzRuQ6RNtU[k^4Xv҉r OUL֊`O/f&T bRuQ6R Chapter 4: HIRED HELP / MARKETS AND MORALS ,{kQ1 g-N(Midterm Exam) ,{]N1 ,{NzN k/fnfNPrev1u;N OUL֊hQleP^O >ygy)R>ygO Chapter 6: THE CASE FOR EQUALITY / JOHN RAWLS Question: National Health Insurance/ Social welfare or Social insurance? ,{ASN1 ,{Nzyr[ev'Yx[j*Q`_G OUL֊A~fku lQs^U? Chapter 7: ARGUING AFFIRMATIVE ACTION Question: Is an affirmative action fair? ,{ASN1 ,{kQziMbi'`i,gN̑XY_ OUL֊ T'`ZZYTlS Chapter 8: WHO DESERVES WHAT? / ARISTOTLE Question: Should same-sex marriage be legalized? ,{AS N1 ,{]Nz gxkl\1\ gN>y;N OUL֊a W͑U? Chapter 9: WHAT DO WE OWE ONE ANOTHER? / DILEMMAS OF LOYALTY Question: Is patriotism a virtue? ,{ASV1 ,{ASz__0RqQU͑^lQlaX OUL֊TO Wg0TOL?eb/f}YlQlU Chapter 10: JUSTICE AND THE COMMON GOOD Question: Should a good citizen occupy the Legislative Yuan and Executive Yuan? ,{ASN1 \D}1XJT I(Group Presentation I) ,{ASmQ1 \D}1XJT II (Group Presentation II) ,{ASN1 \D}1XJTIII (Group Presentation III) ,{ASkQ1 g+g(Final Exam);NYePg(uf Gensler, Harry J. 1999 0 &(28JLNP`µraSB8hf uB*o(ph h&hf u5B*CJRHZph jRh&hf uB*ph!hf uhf uB*KHOJQJphhf uhf uKHOJQJ\hf uhf uB*OJQJph h&hf uh?)hf uB*phh?)hf uKHh&hf uB*phh&hf u5B*phhc5hCJaJo(hf uhf uCJKHaJhL`hi.CJaJo(hc5hi.CJaJo(hc5h;CJaJo((28L $$Ifa$gdC) $$Ifa$gdC) $IfgdC)$dYD2a$gdKLNP`WNB7 $G$IfgdC) $$Ifa$gdC) $IfgdC)kd$$IfTl4F %  !   t 0&6    44 lap ytC)TWNB $$Ifa$gdC) $IfgdC)kd$$IfTl4F % !  t 0&6    44 lap ytC)T   " , . 2 4 6 @ F P \ f n p Ǻ庫ǺdžwjǺ\ jRh&hf uB*phh&hf uB*o(phhvhf u5B*RHZphhvhf u5B*phhaG+hf uB*ph hf uo(haG+hf uo(hf uhf uB*OJQJphh&hf u5B*ph h&hf uh$$7$8$H$Ifa$gdC)$Hd$IfWD^`Ha$gdC) $$Ifa$gdC)$d$Ifa$gdC)kd $$IfTl%&  t 0&644 lap ytC)T(*lnvPRbdl02:*4vbndfpfr@Jµh&hf u5B*ph h&hf uhf uhf u6KHOJQJ]hf uhf uB*OJQJphhf uhf uKHOJQJhf uhf uOJQJ>Rx$Rd2b| $$Ifa$gdC)$$7$8$H$Ifa$gdC)$Hd$IfWD^`Ha$gdC)$H$7$8$H$IfWD^`Ha$gdC)$H$IfWD^`Ha$gdC),\xdfrr$8d$IfWD`8a$gdC)$8$7$8$H$IfWD`8a$gdC)$8$IfWD`8a$gdC)$Hd$IfWD^`Ha$gdC)$H$7$8$H$IfWD^`Ha$gdC)$$7$8$H$Ifa$gdC)$H$IfWD^`Ha$gdC) f$h@$d$Ifa$gdC) $$Ifa$gdC)$8$IfWD`8a$gdC)$8$7$8$H$IfWD`8a$gdC)$8d$IfWD`8a$gdC)$$7$8$H$Ifa$gdC) x$IfWD2`xgdC)pkd$$IfTl%&  t0&644 laytC)T*FFF~GdH InnSSSn$$7$8$H$IfWD^`a$gdC)$$7$8$H$Ifa$gdC)kd@$$IfTl%&  t 0&644 lap ytC)T+Ptx[eQ 00hT/OF`o 0SS˗/O0 Sandel, Michael J. (2011) 0ckN4X`KNe 00jpoo 0SSŖ0 Weston, Anthony (2011) 0x[g` `O[N 00s__o 0SS@bNeS0 M. Neil Browne0Stuart M. Keeley2011 0OU \OUL ~bT{Hh 00[0![fo 0SSFUhT0 Sandel, Michael J. (2009). Justice : what's the right thing to do? (1st ed.). New York: Farrar, Straus and Giroux. Sinnott-Armstrong, Walter, and Robert J Fogelin. 2009. Understanding Arguments: An Introduction to Informal Logic: Cengage Learning.Weston, Anthony. (2000). A rulebook for arguments (3rd ed.). Indianapolis: Hackett Pub. Co. Ne_Uϑe_1.The textbook of the course is Harvard Professor, Michael J. Sandel s Justice: What is the Right Thing to Do? Every participant should read every assigned chapter in advance and might be required to present a brief introduction of the reading material occasionally. In addition, it is also necessary to watch the videos at the website of  Justice with Michael Sandel ( HYPERLINK "http://www.justiceharvard.org/" http://www.justiceharvard.org/). ,g zvYeyf/fSQh_>rv 0ckN4X`KNe 0ˊ Tx[LPbSef 0O Tx[a(W NMRc[z{ z-NYe+^\gˊ Tx[!|,ghTgQ[0dkY Tx[P_N w Justice with Michael Sandel (http://www.justiceharvard.org/)v zq_0 2. This course will use problem-based teaching/learning practices. After introducing the context of the specific topic at that week, the teacher will provide an event or problems related to the theme and then ask each group of students to discuss within the group for 15 minutes. In principle, each group consists of 3-4 persons, and every participant can contend his/her own opinion and try to communicate with the others. In advance, each group chooses respective representative and present ideas or process of discussion to all the students. After a proper deliberation and debate, the teacher will have a lecture to comment or supply some key points to the previous discussion and answer questions. z\N 0OUL\T 0ve_2LYex[0Ye+^(WkXBf dNHQ|bN9}rhT͑;NLgQ[_ sScQvܕOUL Tx[PRD}֊15 R0SGR N kD}3-4 N ݑ \OULcQ]v`l &NN TD}bTn06q_ ˊkD}>mQNh|v cOrD}v֊P}gb/fN z0g_ Ye+^gݑ \ Tx[PcQvޞ Q\O_v^8O0fbVT{OUL01. Weekly participation and discussion (40%) It is essential that students in this module actively and enthusiastically take part in discussion. All students are expected to come and engage in discussion with fellow participants. In principle, attendance is taken every time. XST֊25% 0xO,g z Tx[ R_Q-^k!k z&NN;NRMzuiS z֊0SGR N k!k Nޞ T0 2. Group Presentation25% : Each group shall choose one public issue and analyze its pro and con arguments, and then articulate the position of your group. Your team shall try to defend the position and persuade other students. WԚRD}S-1XJT25% cxNlQqQ-rppL RgTe bS \va &NcQN Pz4X &NfWw gvQN Tx[0 3. 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