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修課心得

課程名稱 國際正義與人權
教授姓名 安兆驥
課群分類 政治理論課群

分享內容

“In terms of pedagogy, the professor emphasises the personal responsibility of each student, and demands that every student do the reading before coming to class.  Even though there are presentations to be given by the students, these presentations are not summaries of the texts we read, but instead are questions and discussion points about the texts.  That is to say, all classroom discussions begin with the assumption that everyone has already done the reading.  This is an excellent approach, because it encourages students to be critical of the texts that we read.

The thing I most appreciate about this course, and about the professor, is the opportunity to participate in shaping the syllabus.  The professor makes an effort to ask what the students are interested in, and encourages the students to find articles that relate to their interests.  These interests and articles are then incorporated into the syllabus.  In this way, the students are not merely recipients of knowledge and education, but are also active participants in the shaping of their own educational journey.

In all, this course is recommended for students who are interested in theories of human rights, and are willing to work hard at critically evaluating the existing theories of human rights.”

「這門課是關於人權理論。關於課程內容,安老師構建的課程大綱清楚的介紹了各各人權理論的歷史和變遷。也就是說,學生會學到人權理論是如何隨著時間演變的,以及各種人權理論如何相互關聯和相互影響對應。

關於教學方面,安老師強調每位學生的個人責任,並要求每位學生在上課前都閱讀完文本。雖然每週都會有學生做課堂導讀,但這些導讀並不是對閱讀的文獻做總結,而是對這些文獻提出問題和討論點。也就是說,所有的課堂討論的前提是,每位學生都已經閱讀完文獻。這樣的授課模式會鼓勵學生學習如何批評以及評價閱讀的文本,開拓學生的批判性思維。

關於這門課,我最感激的是有機會參與製定教學大綱。安老師會詢問學生對什麼議題感興趣,並鼓勵學生找到與這些議題有關的文章,推薦給大家閱讀。然後將,安老師會將這些興趣和文章納入教學大綱。這樣,學生不僅是知識和教育的接受者,學生也是塑造自己教育旅程的積極參與者。

本課程推薦給對人權理論感興趣並願意努力批判性地評價人權理論的學生。」

 

課程大綱

This course will focus on the tension, if any, between international justice and human rights norms and human rights laws. To this end, we will work through statements that argue for, and statements that argue against, the proposition that human rights norms, laws and treaties at the local, regional, and international levels serve to advance justice for the individual, groups, member-states of the United Nations, humanity as a whole, and all the species on the planet. In particular, we will consider if, whether, and how human rights serve justice, and what sort of justice, justice for whom? or does justice mean “just ‘us’”? So do human rights help or hinder justice? What, if any, is the relationship between justice and human rights? Should the two institutions, regimes, and categories be theorized in parallel to one another, never overlapping at all, or might the two be equated as the same? Finally, and most importantly, in Asian countries, for example, China, Indonesia, Japan, Singapore, South Korea, Taiwan, Thailand, Vietnam, how are human rights received? Are human rights accepted and championed, criticized and rejected, fudged and/or “contextualized”? If so, by whom? for what purposes? who benefits? loses? In short, do human rights apply to Asian countries that have traditionally upheld values said to be at odds with the universal values embodied and/or expressed by international human rights principles? The values enshrined in international human rights documents, we are told, are not universal values but “individualistic” and “Western” values. Do you agree? If so, why, if not, why not?
By nature, some texts are theoretical, philosophical, and analytical, others concrete and empirical. There will be arguments that you may find disappointing. There are too many materials to read and not enough time to discuss them. We will never pay enough attention to the materials you like; we will spend too much time on work you don’t like. Some students will find some approaches and theories objectionable, while others will embrace the same approaches and theories that others find objectionable.