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課程名稱 |
專題研究：概念隱喻理論與莊子
Independent Study: Conceptual Metaphor Theory Meets Zhuangzi |
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開課學期 |
108-1 |
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授課對象 |
文學院 哲學研究所 |
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授課教師 |
魏家豪 |
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課號 |
Phl8415 |
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課程識別碼 |
124ED1240 |
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班次 |
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學分 |
1.0 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期二6(13:20~14:10) |
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上課地點 |
哲研討室三 |
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備註 |
本課程以英語授課。請先徵得授課教師及申請者同意後,始得選課。
限博士班 且 限本系所學生(含輔系、雙修生)
總人數上限：2人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
本課程將透過當代隱喻理論及認知語言學的角度，探討《莊子》中「（人）性」的哲學概念。就文本而言，本課將於課堂中研讀《莊子》相關篇章。就理論基礎而言，本課將於第一至第十週討論當代認知語言學研究及其哲學相關性；於第十一至第十七週，本課將深入閱讀與隱喻相關的莊學研究。
In this course, we will analyze the philosophical notion of ‘(human) nature’ in the Zhuangzi from the perspective of recent developments in contemporary metaphor theory and cognitive linguistics. Each week, we will perform a close reading of a Zhuangzi passage on (human) nature. In addition, as a theoretical background, we will discuss one article a week on recent developments in cognitive linguistics and their relevance for philosophy (weeks 1-10) and we will update our knowledge of current metaphor-related research on the Zhuangzi (weeks 11-17).
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課程目標 |
本課乃為修課同學之研究而設；其將提供學生必要之工具，以分析哲學概念之隱喻結構。除了著重於（人）性之概念外，亦期盼修課同學能於其研究中，以於本課習得之方法論，延伸至其他相關概念。
This course is designed with the research of the participating student in mind. It will provide the student with the necessary tools to analyze the metaphorical structure of philosophical concepts. While we focus on the concept of (human) nature for the purpose of this course, the student will be able to extend the acquired methodology to any other concept relevant to his research.
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課程要求 |
本專題研究要求學生：
(一) 每週預備指定資料；
(二) 以積極的態度參與討論；
(三) 與老師討論論文題目（第5週）；
(四) 繳交論文大綱（第9週）；
(五) 繳交論文初稿（第14週）；
(六) 繳交5000字以上的期末報告（第18週）。
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
各週書目 |
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參考書目 |
Allinson, Robert E. (2015). “How Metaphor Functions in the Zhuangzi: The Case of the Unlikely Messenger.” Livia Kohn (ed.). New Visions of the Zhuangzi (95-116). St. Petersburg, FL: Three Pines Press.
Cline, Erin M. (2015). “Infants, Children, and Moral Development in the Zhuangzi and the Daode jing.” Livia Kohn (ed.). New Visions of the Zhuangzi (180-199). St. Petersburg, FL: Three Pines Press.
Fauconnier, Gilles (2010). “Mental Spaces.” Dirk Geeraerts and Hubert Cuyckens (eds.). The Oxford Handbook of Cognitive Linguistics (351–376). Oxford: Oxford University Press.
Galvany, Albert (2019, forthcoming). “The Swimmer: Panic, Parody and Pedagogy at the Waterfall. Morality as a Misleading Principle for Moral Actions.” Karyn Lai and Wai Wai Chiu (eds.). Skill and Mastery: Philosophical Stories from the Zhuangzi. London: Rowman and Littlefield.
Gibbs, Raymond (2017). “Embodiment.” Barbara Dancygier (ed.). The Cambridge Handbook of Cognitive Linguistics (449-462). Cambridge: Cambridge University Press.
Harder, Peter (2010). “Cognitive Linguistics and Philosophy.” Dirk Geeraerts and Hubert Cuyckens (eds.). The Oxford Handbook of Cognitive Linguistics (1241–1265). Oxford: Oxford University Press.
Johnson, Mark (2005).”The Philosophical Significance of Image Schemas.” Beate Hampe and Joseph E. Grady (eds.). From Perception to Meaning: Image Schemas in Cognitive Linguistics (15-33). Berlin/New York: Mouton de Gruyer.
Johnson, Mark (2008). “Philosophy’s Debt to Metaphor.” Raymond Gibbs (ed.). The Cambridge Handbook of Metaphor and Thought (39-52). Cambridge: Cambridge University Press.
Oakley, Todd (2010). “Image Schemas.” Dirk Geeraerts and Hubert Cuyckens (eds.). The Oxford Handbook of Cognitive Linguistics (214–235). Oxford: Oxford University Press.
Oakley, Todd and Pascual, Esther (2017). “Conceptual Blending Theory.” Barbara Dancygier (ed.). The Cambridge Handbook of Cognitive Linguistics (423-448). Cambridge: Cambridge University Press.
Perkins, Franklin (2005). “Following nature with Mengzi or Zhuangzi.” International philosophical quarterly, 45, 3: 327-340.
Perkins, Franklin (2010). “Of Fish and Men: Species Difference and the Strangeness of Being Human in the Zhuangzi.” The Harvard Review of Philosophy, 17, 1: 118-136.
Ramscar, Michael and Port, Robert (2015). “Categorization (Without Categories).” Ewa Dabrowska and Dagmar Divjak (eds.). Handbook of Cognitive Linguistics (75-99). Berlin/Boston: de Gruyter.
Slingerland, Edward (2004). “Conceptions of the Self in the Zhuangzi: Conceptual Metaphor Analysis and Comparative Thought.” Philosophy East and West, 54, 3: 322-342.
Sullivan, Karen (2017). “Conceptual Metaphor.” Barbara Dancygier (ed.). The Cambridge Handbook of Cognitive Linguistics (385-406). Cambridge: Cambridge University Press.
張榮興 (2017)。〈心理空間理論與《 莊子》 不為官寓言的隱喻分析〉，《臺灣語文研究》，12，2：161-185。
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
上課討論 |
40% |
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2. |
論文題目討論 |
5% |
第5週 |
3. |
論文大綱 |
10% |
第9週上傳 |
4. |
論文初稿 |
15% |
第14週上傳 |
5. |
期末論文 |
30% |
5000字以上；第18週上傳 |
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週次 |
日期 |
單元主題 |
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第1週 |
9/10 |
Primary:〈駢拇〉ICS 8/22/3-11
Secondary: Harder (2010)
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第2週 |
9/17 |
Primary:〈駢拇〉ICS 8/22/13-25
Secondary: Sullivan (2017)
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第3週 |
9/24 |
Primary:〈駢拇〉ICS 8/22/27-23/14
Secondary: Johnson (2008)
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第4週 |
10/01 |
Primary:〈馬蹄〉ICS 9/23/18-25
Secondary: Gibbs (2017)
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第5週 |
10/08 |
Primary:〈馬蹄〉ICS 9/23/27-24/12
Secondary: Oakley (2010)
Research project: 論文題目討論
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第6週 |
10/15 |
Primary:〈在宥〉ICS 11//26/9-17
Secondary: Johnson (2005)
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第7週 |
10/22 |
Primary:〈在宥〉ICS 11/26/19-28
Secondary: Fauconnier (2010)
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第8週 |
10/29 |
Primary:〈天地〉ICS 12/31/10-13
Secondary: Oakley/Pascual (2017)
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第9週 |
11/05 |
Research project: 論文大綱 |
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第10週 |
11/12 |
Primary:〈天地〉ICS 12/34/3-9
Secondary: Ramscar/Port (2015)
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第11週 |
11/19 |
Primary:〈天道〉ICS 13/36/7-18
Secondary: Slingerland (2004)
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第12週 |
11/26 |
Primary:〈繕性〉ICS 16/42/18-22
Secondary: 張榮興 (2017)
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第13週 |
12/03 |
Primary:〈繕性〉ICS 16/42/24-29
Secondary: Allinson (2015)
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第14週 |
12/10 |
Primary:〈繕性〉ICS 16/42/1-14
Secondary: Perkins (2005)
Research project: 論文初稿
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第15週 |
12/17 |
Primary:〈達生〉ICS 19/51/27-52/2
Secondary: Galvany (2019)
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第16週 |
12/24 |
Primary:〈則陽〉ICS 25/73/17-22
Secondary: Cline (2015)
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第17週 |
12/31 |
Primary:〈則陽〉ICS 25/74/30-75/3
Secondary: Perkins (2010)
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