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課程名稱 |
地景認同：跨文化與生態的地方實踐
Landscape identity: transcultural and ecological local practices |
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開課學期 |
112-2 |
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授課對象 |
理學院 氣候變遷與永續發展國際學位學程 |
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授課教師 |
張聖琳 |
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課號 |
MPB5090 |
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課程識別碼 |
H44EU5090 |
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班次 |
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學分 |
2.0 |
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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 |
星期三3,4(10:20~12:10) |
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上課地點 |
綜505 |
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備註 |
本課程以英語授課。本課程安排在星期三上午的第 3-4 節。然而，四月的整個週六或週日都會有現場工作課程。
總人數上限：25人
外系人數限制：9人 |
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課程簡介影片 |
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核心能力關聯 |
本課程尚未建立核心能力關連 |
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課程大綱
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為確保您我的權利,請尊重智慧財產權及不得非法影印
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課程概述 |
We define landscape identity as how we interpret our relationship with the places we are attached. As the central concept in landscape studies, landscape identities penetrate our daily experiences. For generations growing up in urban and industrial environments, our landscape cross-culturally intertwines with artificial elements. For example, in A Sense of Place, A Sense of Time, J. B. Jackson suggests new vernacular landscape for suburban Americans by examining trailers, parking lots, trucks, loading docks, and suburban garages. In other words, most of the time, when we think about landscape identity, we think about cultures as driving forces that manipulate people’s perceptions of ecological systems.
Remarks
1.This course is scheduled in Sessions 3-4 Wednesday morning. However, there will be field work classes that take entire Saturday or Sunday in April.
2.Field work classes will depend on the spring tea harvest situation and Pinglin Elementary School patterned arrangement. For spring 2024, we plan to arrange the one weekend in mid-April. However, the tea harvesting will highly depending on the local weather. |
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課程目標 |
Instead of interpreting landscape identity from urbanized cultural lenses in this class, we examine our surroundings through how ecological factors integrate cultural values to reformat landscapes. After we reveal our own home identities via “hometalks” in first stage, we target three stages of landscape case studies. We examine how the symbolic ecological factors shape the landscape identities of local societies and influence the global perceptions of the places.
For the three stages, we conduct place-based learning methods and focus on the Pinglin rural tea region in New Taipei City, Taiwan. First of all, we explore that Pinglin tea cultural landscapes and tea industries via field study, while we combine the spring tea harvest event within our class in April. Secondly, we investigate the carbon emission of the Pinglin District and the tea industry to understand the relationships among the tea-town lifestyle, tea ecotourism and the tea-agro productions. Finally, we study similar cases worldwide to understand transcultural and ecological local practices globally.
In the new normal era of globalization and network societies, our daily lives have already been exposed to various cultural and ecological influences where we encountered people with various cultural heritages. Our travels to, or migrations to, different societies have experienced different customs, attitudes, histories, and environments. Various cultural and ecological voices emerge at many scales of landscapes. On a global scale, the mixture of socio-cultural and ecological systems within our daily spaces, indeed, impacts our socio-behavior patterns and how we shape our built environments. This course investigates these phenomena theoretically and analytically through online and offline fieldwork, hands-on modeling, readings, lectures, film watching, discussions, and presentations. |
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課程要求 |
(1)Students have to participate in lectures, field studies, reading discussions, group activities, and project presentations.
(2)Students have to conduct and write individual documentary experiences and final reports. Participation and attending class is mandatory and it is critical for your grades.
(3) Fieldworks and workshops are essential in this class. They weight as important as traditional reading texts for us to understand diverse landscapes, lifestyles, as well as their identities.
(4) Most of the class materials will be in English or other major languages. This course will be delivered mainly in English format. Please do not hesitate to contact Prof. Chang, if you have any question. The contact info is: shenglin@g.ntu.edu.tw |
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預期每週課後學習時數 |
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Office Hours |
另約時間 備註： Please contact shenglin via NTU COOL email system |
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指定閱讀 |
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參考書目 |
Clare Cooper Marcus. 1995. House as mirror of self: Exploring deeper meaning of home. Berkeley, CA: Goari Press.
Chambers, Robert, and Gordon R. Conway. December 1991 1991. Sustainable Rural Livelihoods: Practical Concepts for the 21st Century. Institute of Development Studies, Institute of Development Studies (Universty of Sussex, Brighton England).
Chang, Shenglin Elijah. 2013. "Blue Magpie TEAgriculture: Eco-tea Cultivation and Participatory Farming in Pinglin Satoyama." Procedia - Social and Behavioral Sciences (101): 14-22.Conkling, Philip. 2007. "On Islandness and Islandness." ’lhc Geogropliicril Review 97 (2): 191-201.
Chang, Shenglin Elijah, and Ming-Yang Kuo. 2021. "A Place-Based Pedagogical Action Study to Enrich Rural Sustainability: Knowledge Ties of National Taiwan University’s 10-Year Partnership with Pinglin." Sustainability 13 (5): 2916. https://www.mdpi.com/2071-1050/13/5/2916.
Chiang, Hsin-Hua, Mrittika Basu, Satoshi Hoshino, Kenichiro Onitsuka, and Natsuki Shimizu. 2021. "The role of territorial conflicts in multi-municipal water governance: a case study from Taipei Metropolis." Local Environment 26 (2): 264-282. https://doi.org/10.1080/13549839.2021.1886066.
Kawai, Akira. 1997. "Prospect for Integrated Pest Management in Tea Cultivation in Japan". Journal of Agricultural Research Quartly 31(1997): 213-217.
McKenzie, Stephen. 2004. Social Sustainability: Toward Some Definitions. Hawke Research Institute, University of South Australia (Magill, South Australia).
EPA. 2021. "Integrated Pest Management (IPM) Principles." Accessed January 3rd. https://www.epa.gov/safepestcontrol/integrated-pest-management-ipm-principles
Garcia-Llorente, Marina, Cristiano M. Rossignoli, Francesco Di Iacovo, and Roberta Moruzzo. 2016. "Social Farming in the Promotion of Social-Ecological Sustainability in Rural and Periurban Areas." Sustainability 2016, 8 (1238): 15. https://doi.org/10.3390/su8121238.
Ezaki, Yasuo, Yoshito Ohsako, and Satoshi Yamagishi. 2013. "Re-introduction of the oriental white stork for coexistence with humans in Japan." Global Re-introduction Perspectives: 2013. Further case studies from around the globe: 85.
Campbell, John. 2009. "Islandness: Vulnerability and Resilience in Oceania." Shima: The International Journal of Research into Island Cultures 3 (1): 85-97.
Qu, Meng. 2020. "Teshima-from Island Art to the Art Island." Shima 14 (2).
Qu, Meng, and Carolin Funck. 2021. "Rural art festival revitalizing a Japanese declining tourism island." In Cultural Sustainability, Tourism and Development, 51-68. Routledge.
Qu, Meng, Tom Miyagawa Coulton, and Carolin Funck. 2020. "Gaps and Limitations - Contrasting Attitudes to Newcomers and Their Role in a Japanese Island Community." Bulletin of the Hiroshima University Museum 12: 31-46. |
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評量方式
(僅供參考) |
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針對學生困難提供學生調整方式 |
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上課形式 |
提供學生彈性出席課程方式 |
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作業繳交方式 |
延長作業繳交期限 |
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考試形式 |
書面(口頭)報告取代考試 |
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其他 |
由師生雙方議定 |
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週次 |
日期 |
單元主題 |
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Week 1 |
Feb. 21 |
Class introduction: Landscape and Identity within a planetary mind
Assignment 1 (10%): HomeTalk |
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Week 2 |
Feb. 28 |
Holiday 02/28 Fieldwork: HomeTalks and FamilyTrees |
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Week 3 |
Mar. 06 |
Human Life Story: Catastrophes, migrations, and family roots
Report of "HomeTalk"
Assignment 2 (20%): FamilyTree |
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Week 4 |
Mar. 13 |
Emerging Contemporary Superorganism |
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Week 5 |
Mar. 20 |
Debating Safe Energy: renewable energy or nuclear energy |
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Week 6 |
Mar. 27 |
Landscape identities as the catalyst of sustainable transformations |
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Week 7 |
Apr. 03 |
Personal Sustainability Workshop and Guest Lecture: Walkable neighborhood Action (Pei)
Assignment 3 (30%): Sustainable Self - Claiming ownership for my sustainable identity (Final presentation) |
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Week 8 |
Apr. 10 |
Fieldwork (mid-term) |
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Week 9 |
Apr. 17 |
Self sustainability project Pin-up |
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Week 10 |
Apr. 24 |
Sustainable Community (Guest Lecture: Rui-Sui Sun)
Personal Sustainability Study (Final report 30%) |
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Week 11 |
May 01 |
Urban-Rural Dynamics: conservation and revitalization |
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Week 12 |
May 08 |
Caculating the carbon footprint of a cup of tea (Guest lecture Ru-yin Cheng) |
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Week 13 |
May 15 |
Incubating talents: Urban-rural Go-betweeners |
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Week 14 |
May 22 |
Arranging the spring tea harvesting (TBA class move to the weekend) |
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Week 15 |
May 29 |
Final presentation: Sustainable Self |
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Week 16 |
Jun. 05 |
Turn in Final Report (30%) The 2054 Dialogue: the future I talk to today’s I (Final Due Day: Jun. 19) |
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