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修課心得

課程名稱 國際正義與人權
教授姓名
課群分類 政治理論課群

修課同學心得分享

在本課程中,學生將接觸到國際正義背景下的各種人權哲學理論。 也就是說,重點是人權理論,但具體內容會是國際正義當下的一些熱門議題。 以內容而言,課程從一些經典的人權理論開始,讓學生對人權理論有一個廣泛且穩固的理解。 隨後,該課程將討論更多當代議題。 本學期,我們研究了各種議題,如:民族自決,性別正義與權力,兒童權利。

安老師對學生的要求是,自主和獨立學習。 這意味著學生要在課前認真地完成指定的閱讀材料,並在課堂上提出問題和進行討論。 雖然安老師會偶爾進行簡約的講解,但大部分課堂時間將用於學生討論。

比較值得一提的是,安老師會鼓勵學生參與製定教學大綱。 安老師非常願意隨著學期的進展對教學大綱進行修改,以更好地滿足學生的學術興趣。 例如,如果學生髮現她想更好地了解兒童權利,她可以將此想法說出來,要求利用幾週的時間關注這個議題。 另一個例子是,如果學生找到一篇更好的文章來閱讀,她可以將這篇文章推薦給安老師。

總而言之,任何興趣於人權理論的學生,和擁有自主學習能力的學生,都可以考慮選修這門課。

課程大綱

This graduate seminar focuses on the tension, if any, between international justice and human rights norms and human rights laws. To this end, we will examine 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 advance justice for the individual, groups, member-states of the United Nations, humanity as a whole, and all the species on the planet. We will consider whether and how human rights serve justice, what sort of justice, justice for whom? Does justice mean “just ‘us’”? Do human rights help or harm justice? What 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 combined, 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 or rejected, or 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 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?
In particular, for the fall 2021 semester, the scope will be enlarged to encompass interdisciplinary issues of global transformations and governance challenges. We will work through theory-driven empirical research articles and books addressing these and related questions: How are global issues (the covid-19 pandemic, climate change and/or global warming, racial justice, legacies of colonialism) and cross-border movements (e.g., refugees entering Europe from the Middle East) changing citizen attitudes toward national sovereignty, democratic accountability, and the legitimacy of liberal democracy? Are these phrased in terms of human rights? If not, why not?
How are changing public expectations (nationalist and populist sentiments, such as Brexit) affecting national governments’ attitudes toward international cooperation, global governance, and openness to cross-border movements? Should each national government advance its own interests only? Is this a human right? for whom?
What concrete innovations are necessary to make global governance mechanisms more effective in addressing today’s cross-border issues while ensuring their democratic legitimacy at a time of declining trust in public institutions? Do individuals and peoples have the right to cross borders? How might such migration be stopped? Can such migration be stopped? Is freedom of movement a human right?
How are existing and emerging cross-border issues, as well as the rise of new world powers, challenging the present governance institutions at national and global levels? Does a world order, a world system exist? Is the U.N. it? What is the U.N.? Is there a human right to a world order?
By nature, some of the reading assignments are theoretical, philosophical, and analytical, others concrete and empirical. There will be arguments that some students find disappointing. There are too many materials to read and not enough time to discuss them. This seminar never pays enough attention to the materials that some students like; we will spend too much time on arguments, statements, and work that you don’t like. Some students will find some theories objectionable, while others will embrace the same theories that others find objectionable. Have an open mind. Ask yourself what is your reason for going to college?