你好 ，新学期 | 社会科学中心2023-2024学年春季学期课程速递

24

Spring Semester

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课程简介

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本课程通过对以《希伯来圣经》为代表的古典时期希伯来文学与文化经典的系统讲授，以学术研究的路径，向学生介绍希伯来神话、传说、史诗、历史文学、智慧文学、先知文学、诗歌、小说等各种文学文类的成就。在揭示古典希伯来历史文化传统的同时，分析每一具体文类代表性文本的思想内涵和诗学特征，以提高学生对文学与文化的认识能力，进而在对希伯来文学与文化观念、审美风格把握的同时，也能更好地理解西方文学与文化传统。

“非物质文化遗产”是指被各社区群体，有时为个人视为其文化遗产组成部分的各种社会实践、观念表达、表现形式、知识、技能及相关的工具、实物、手工艺品和文化场所。这种非物质文化遗产世代相传，在各社区和群体适应周围环境以及与自然和历史的互动中，被不断地再创造，为这些社区和群众提供持续的认同感，从而增强对文化多样性和人类创造力的尊重。因此，了解非遗，认识非遗，对于我们了解自身的历史，理解当下的文化处境，展望未来的生活愿景，都有至关重要的意义。

本课程从联合国教科文组织的非遗概念出发，以中国非物质文化遗产保护与应用实践为中心，全面介绍非遗理论、制度、内容以及非遗保护和应用的各种途径。并通过分析个案，使学生能够体认非遗和自身生活的关系，强化对祖国文化的认同，进一步培养文化自觉和自信。通过本课程的学习，学生还能够初步了解研究非遗的主要学科即民俗学、文化人类学等人文社会科学的研究范式，掌握文化研究的基本方法。

本课程内容涵盖：（1）中国古代金属器（主要是青铜器）、玉器、陶瓷器等可移动文物的基本知识，以及（2）文物中的古代历史信息。通过本课程的学习，让学生了解中国古代部分铜器、玉器、陶瓷器的形制、时代、功能、技术，及其背后的历史信息，提高文物认知水平，掌握一定的识别文物的能力，尤其是通过物质文化遗存学习古代史的能力。

This is a history of science course focusing on some leading physicists and physics revolution at the turn of the 20th century. It discusses what drew scientists to their subjects, how scientific ideas were produced in the first place, how they were received (among both their peers and laypeople), and what consequences the discoveries resulted in. It introduces to students not only Albert Einstein’s scientific achievements and their impacts, but also his views on social, political, and religious issues in the world he lived. In fact, students will study Einstein’s own writings on world peace and scientists’ social responsibilities.This course intends to bridge two different cultures—science and humanities. Non-science-major students will learn to appreciate some fundamental scientific concepts that Einstein and other physicists discovered, while science-major students will understand better the historical contexts of these great physicists’ scientific achievements as well as the contributions of their predecessors and contemporaries.  

这是一门关于20世纪中国物理学发展和物理学家成长历程的科学史课程。以量子物理和相对论为基础的现代物理学，是在20世纪初相继传入我国的。一代又一代中国物理学前辈们的艰苦努力，为中国物理学发展进步奠定了坚实的基础。通过学习、研究和总结现代物理学在20世纪中国的启蒙发展与经验教训，可以帮助我们深入了解老一辈中国物理学家们的曲折成长经历及其刻苦钻研、精忠报国的精神，有助于今日的年轻学子成长为未来推动中国科学技术不断创新和发展的栋梁之才。

本课讨论的内容包括量子论、相对论等现代物理理论在中国的传播历史，中国物理学家的成长经历，中国高等院校物理系及国立物理学研究机构的发展历程，以及国内外社会历史事件对20世纪中国物理学发展的影响。

本课程融纪录片的历史、理论和实际制作为一体，通过视觉和多感官渠道启发学生探索文化社会的多样性。课程不仅将勾勒世界及中国纪录片发展的沿革，而且将着重讲授对纪录片发展与制作带来重要影响的社会和文化动力。在观摩世界和中国经典纪录片的同时，学生们将学习构思、拍摄和编辑短纪录片、图片序列或多媒体作品。课程总体旨在促发学生通过纪录片认识社会和文化，并学会以影像的手段纪录和再现社会和文化，通过影像表达观点。

本课程关注中国城镇化进程中的前沿问题，以讲授和课堂讨论相结合的方式，通过人口、土地、户籍、交通、资源环境、大事件、乡村变迁等专题形式，为学生提供审视中国城镇化过程、特点和挑战的机会，锻炼学生理论结合实际的能力，鼓励以批判和创造性思维构建对中国城镇化进程中热点问题的深入理解。

本课程结合主权国家、政府间组织、非政府组织、企业、社区、消费者和其他行动主体在环境治理中的角色，探讨不同地缘政治尺度下的环境政策和治理体系。课程首先在全球尺度下探讨环境政治、环境争端及其解决机制、国际贸易、环境政策中的价值选择，然后系统介绍中国的环境治理体系，并从政策议程设定、政策工具选择、政策执行等维度分析中国的环境政策特征，且将中国环保组织的发展和环境治理中的公众参与纳入讨论。

We live in a globalization era. Globalization and anti-globalization processes are influencing every aspect of our lives and futures. Drawing upon the fields of history, anthropology, geography, sociology, cultural studies, urban studies, and global studies, this course provides a relatively comprehensive introduction to contemporary social science literatures of globalization. 

Specifically, the course is divided into two parts: 1) the history of globalization in the past 400 years, and 2) the five key dimensions of globalization and the now hotly debated Belt & Road initiative. Through such discussions and related research exercises, it is expected that students will develop a historical, geographical, and holistic perspective on the various economic, social, cultural, political, and ecological issues that are shaping the world and a critical understanding of how global dynamics impact local development and individual lives and how people at different localities “embrace” or “resist” globalization through various strategies. The course will prepare students to be a better global citizen.

Human geography aims to understand the intricate relationships and interactions between people and their immediate surroundings and the broader environments they live in (therefore involving multiple scales). On a large scale, human geography explores how societies function and evolve in specific spatial-temporal contexts. On a more personal level, as ancient Greek geographer Strabo emphasized, geography (including human geography) addresses “the great problem of life and happiness,” enabling our exploration of the ultimate philosophical questions about ourselves and the world - Who am I? Where am I from? And, where am I heading? Indeed, geographical questions are pervasive, and one could argue that every question has a geographical dimension. Knowledge and sensitivity in human geography are essential for understanding the spatial patterns and geographical contexts of social, economic, political, cultural, ecological issues, among others. It not only deepens our understanding of our own existence in the past, present, and future, but also cultivates our appreciation for the complexity and diversity of the world in which we live.

Various types of humans previously roamed the landscapes of Africa, Asia, and Europe, sometimes competing or cooperating in a struggle for survival, frequently to the point of extinction. As indicated by genetic, fossil, and archaeological data, we (Homo sapiens) are the lone survivors of a 7-million-year journey towards mankind. Palaeoanthropology (the study of human evolution through fossil and archaeological remains) enables us to answer questions like, "Who were these ancestors?" "What was their daily life like?" "Why did we survive while others perished? " Exploring these issues about our common past helps us appreciate modern life, variation, and diversity. This course will expose students to Palaeoanthropology to better comprehend the diverse variety of hominin species and societies that existed in the past. We will explore our lineages' evolutionary history, including technology, morphological variation, and geographic distribution, allowing students to consider their own physical traits and behaviors with this perspective.

Symbols are powerful tools for social communication. Although written language is now a widespread visual symbol used to represent thoughts, personal adornments and artwork have considerably deeper roots in human history. For most of prehistory, our predecessors focused on survival activities such as collecting food or building shelters; suddenly, objects with no apparent survival use began to appear in the archaeological record. The earliest possible precursors include powdered ochre pigment of unknown function, and a marine shell with a zig-zag motif, both associated with Homo erectus. Unambiguous symbols emerge ~100,000 years ago (in Africa) as perforated marine shell beads, and by 30,000 years ago there are elaborate bead traditions found in various regions, and expertly painted cave scenes (in Europe). These discoveries point to significant changes in Palaeolithic people's lifestyles and suggest an evolutionary benefit to of symbolic representation. In this course, we will investigate the genesis and evolution of artwork and symbols in the archaeological record, as well as the various methods used by scholars to investigate them. Ultimately, these lines of inquiry help to illuminate the origins of communication, group affiliation and cultural diversification.

本课程以全球公共卫生的视角系统介绍突发公共卫生事件的分类、分级、特点，复盘国内外传染病、食品安全、环境污染、自然灾害、核泄漏等方面的重大突发公共卫生事件案例。通过对突发公共卫生事件和应急管理的基本概念、内容、任务、理论与方法、管理实务的讲解，增强学生对突发公共卫生应急响应、医疗救援、恢复重建的基本知识的了解。

The course will provide a comprehensive understanding of sociocultural anthropology’s key concepts, methods, and applications. It aims to foster a deep appreciation for human cultural diversity and cultivate critical thinking about cultural practices and values.

We begin with an overview of cultural anthropology, exploring the relationship between culture and language. Students are introduced to ethnography and participant observation, the primary research methods in cultural anthropology. We then examine various aspects of social life from an anthropological perspective, including kinship, gender, sexuality, religion, and ritual.

The course shifts focus to the anthropology of economic systems, politics, and power, discussing how culture shapes all of these aspects. A highlight of the course is a dedicated two-week to medical anthropology and healing ritual, exploring cultural impacts on perceptions of health and illness. Towards the end, we delve into the anthropology of art and aesthetics and examine the variety of cultural expressions and interpretations of beauty, creativity, and symbolism.

This course is not merely an academic exercise, but an invitation to view the world from different cultural lenses and to develop a nuanced understanding of human diversity. The required readings, ranging from classic anthropological texts to contemporary articles, are carefully selected to complement the course material and to stimulate thoughtful discussion. Through this course, students will not only gain a solid foundation in cultural anthropology but also develop valuable skills in critical thinking, cultural sensitivity, and cross-cultural understanding.  

This course will take on the broad sweep of human history from an anthropological perspective, highlighting the great social and cultural diversity of human experience. Standard accounts of global history depict human society evolving from stage to stage in unilinear fashion: egalitarian hunter-gatherers gave way to hierarchical agricultural societies before the rise of cities and, later, the establishment of states. New archaeological and anthropological discoveries are gradually challenging such picture: the trajectory of human history, it turns out, has been much more diverse and unpredictable than previously imagined. The course will delve into anthropological phenomena that showcase this diversity, such as seasonal variation among hunter-gatherers, ‘play agriculture’ in Amazonia, egalitarian cities in Ukraine, pirate networks in the Indian Ocean, urban revolutions in Mesoamerica, and stranger-kings across the Pacific. It will place these topics within contemporary anthropological and archaeological theory. Additionally, it will dig deep into extended case studies that allow a better grasp of key theoretical debates in anthropology. These will include agriculture in prehistoric Australia, the neolithic site of Göbekli Tepe, and the history of the Chinese cities of Taosi and Shimao, among others. The leitmotif running through each topic of the course is the capacity of collective intentionality in shaping human history. The course will view historical phenomena as windows into the social flexibility of the human past as well as accounts that throw insights into the possibilities of the future.  

In our ever more scientific activity today, a philosophical and logical thinking has become one of the basic tools and core competence for scientists. With analytical essay assignments, this course will provide the students with knowledge of the roots of natural science or mechanical philosophy. The rise of mechanism—the picture of the material universe as a ‘grand machine’ whose motions can be explained geometrically—in the early 17th century required new approaches to a variety of philosophical problems, including free will, the nature of the human person, the existence and nature of God, sensory perception, knowledge, and causation. One philosophical school, known as ‘Cartesianism’ after its founder, René Descartes, sought to answer these questions by defending a radical distinction between mind and body. By this dualism, (relatively) traditional views about the human mind and about God could be combined with a staunchly mechanistic view of the material world. Cartesianism was the dominant philosophical school in Europe in the second half of the 17th century. We will examine the philosophy of Descartes and two of his 17th century critics, Margaret Cavendish and John Locke. On the other hand, philosophers in the 18th century continued to debate the impact of a mechanism on our view of the world and our place in it. While Cartesianism continued to be a major force, a worry that became increasingly prominent in the 18th century was that ‘the new philosophy’ might lead to radical forms of scepticism， especially that of David Hume.

In this latter part, we will focus on three philosophers responding to Descartes and Locke: George Berkeley, David Hume, and Thomas Reid. We will continue to focus on views about mind and matter in (mechanical) causation. 

Learning diverse music cultures around the world will encourage students to respect each musical tradition and inspire them to find themselves within a multicultural space for growth, engagement, and commitment. The course “World Music: Traditions and Transformations” surveys diverse musical traditions and their transformations worldwide. It not only identifies music traditions aurally but also examines sociocultural factors that influence the change of musical traditions. Students will learn about different musical cultures from an ethnomusicological perspective and perceive music as a human activity tightly interrelated with its social and cultural contexts.

This course assumes no prior professional training or education in music. However, when registering for this course, students accept responsibility to actively participate in class discussions and complete two projects (mid-term and end-of-term projects).

流行音乐又称为“大众音乐”或者“通俗音乐”。它具有大众接受面广、歌词通俗易懂、音乐世俗化、运营商业性等特征。“中国流行音乐文化”这门课程介绍二十世纪以来中国流行音乐的发展历史，社会背景、代表人物及作品、音乐风格、欧美日流行音乐的影响等。按照其历史发展，课程主要包含有五个方面的内容：二十世纪早期的中国流行音乐、上海时代曲、香港流行音乐、台湾流行音乐以及内地流行音乐。通过这门课的学习，学生不仅能够了解中国流行音乐发展的历史以及不同时期的音乐风格特点，还会鉴赏流行音乐，分析其社会意义和价值。

The history of strategic thought is a history of applied reason. The classes will go far beyond theory and touch on many of the military and nonmilitary factors that shape war (geography, society, economics). Our classes examine ideas of army men and civilians alike (and the application of these ideas) from Ancient to Modern Times but with a clear emphasis on the 18th and 19th centuries when the art of war went through revolutionary and groundbreaking changes. This course’s aim is to familiarize the students with great Military Historians and Thinkers whose ideas shaped the world as we know it today. The students will have the opportunity to learn about the major theorists, and their impact on the conduct of warfare. For example, students will learn about the work of Carl von Clausewitz and Antoine-Henri Jomini who studied and wrote about Napoleon's military "genius". Their ideas were influential throughout the 19th century and even until 1945. These profound concepts are the basic building blocks for understanding Military History - Ancient to Modern.

This course traces the evolution of European expansion from 1450— roughly from the Ottoman conquest of Constantinople to the conclusion of World War I. We will try to understand the reasoning behind formal and informal colonization, from economic and political justifications to the “civilizing mission.” In this course, students will identify the causes and consequences of European, American and Japanese expansion. A solid historical and diplomatic background will help to situate colonial developments within a global context enhancing our knowledge of the metropole and the colonized as well. Throughout the nineteenth and twentieth centuries, these European authorities were met with challenges from the rising empires of Japan and the United States. Responsible for the colonial impetus and its particular intensity is a complexity of ideological, economic, political, strategic, psychological, metropolitan and peripheral motives. Colonial expansion since its origins is a complicated phenomenon, a result of numerous events and quite often of irrational dispositions. Therefore, it cannot be described by a sole oversimplifying interpretation. Furthermore, every state acted, in accordance to its special needs and interests in a distinct way amidst the peripheral crises and global developments. Yet, since government policy is interchangeable and inconstant due to domestic pressures and political intentions and distinct in relation to every circumstance, the characterization of each states’ expansionistic tendencies cannot be attempted without the danger of overgeneralization. This course will shed light on a complex matter with the hope that understanding of the past can only improve our chances for a better future.

中国文字是世界上极具特色的文字系统。依据考古材料，自殷墟所见甲骨文至今，已经使用了超过3300年。作为中国文明的重要标志之一，文字承载了中华文化的诸多特质。更为重要的是，文字是了解、研究和理解中华文明的钥匙。本课程将系统介绍中国古文字的发展过程，并介绍有关的重要事件。通过选取每个阶段重要的文字材料，带领同学们共同识字和辨读。通过案例展示文字研究在历史研究、社会发展乃至国家意识的形成中所起到的重要作用。这些内容将引导同学们正确认识文字的发展趋势，理解简体文字的历史性、合理性和必然性。这也将增强同学们对中国文字、中国文化的认同和自信。

民俗文化是中国传统文化的重要构成部分。本课程遵循“理论解读+案例剖析”的内容模式，以欣赏、挖掘、品味为基本诉求，以学生们的实际参与——发现、理解、鉴赏家乡民俗为基本形式，实现对民俗文化现象的解读、理解，认识民俗文化主体的丰富生命及民俗文化本身的生命特征，把握中国民俗文化的基本框架和知识体系。通过学习中国的民俗文化，从而加深理解中国文化的境界，增强学生们对中国民俗文化的自信心和自豪感。

本课程旨借由建筑技术语境带领学生去认识人类自身文明进程，培养学生用发展的眼光审视技术的流变。通过对建筑技术流变与文化的通识性学习，帮助学生建立技术与文化交互的双向思维模式；通过对建筑技术与文化的诸多议题的系列讲授，学生们得以开阔人文视野，增进多元价值观的培养；通过课堂讲述和作业，学生们还将熟悉基本的建筑技术语汇与基础的的模型制作与摄影技巧。

在信息科技高速发展的数字时代，人们正无时无刻地处于多媒介复合型传播的“连接”关系中。如何正确认知这个新的传播时代？如何更好地理解我们每天所面对的信息内容、交流空间和多重的传播关系？这都是生活、学习和在未来工作中可能面临的一些无法回避的普遍性问题。本课程通过介绍和阐释关于传播行为的基本认知和传播学的基础理论，探讨如何更好地理解不同的传播模式和更有效地实现不同语境下的沟通。同时，通过对传播学理论的运用对当下文化现象进行实际案例分析，探讨如何理性思考和看待文化热点、文化现象。本课程旨在让学生通过学习，能够在日常生活学习中提高自我表达能力和团队合作能力，并且能够深入思考由新媒介与新的传播模式所编织的关系网络，激发个性化创造和个性化表达。

过去 20 年间，随着信息与传播技术（ICTs）的发展，人们开始关注文化遗产管理、传播和活化过程中的数字社区参与（DCE）。社交媒体的发展让更多新的社会角色加入到文化遗产表达和传承之中。而数字网络技术的介入，使得文化遗产涉及了越来越多跨领域跨学科的研究问题。如何更加多元化地认识数字社交时代中的文化遗产？如何更好地表达和传承文化遗产？这些问题需要被来自于多领域的学子们不断的反思。本课程通过介绍和阐释关于社交媒体的基本认知和传播学的基本理论，探讨如何更好地理解和分析社交媒体上的文化遗产传播现象。同时，通过对实际案例的分析以及基本实践，鼓励同学们通过社交媒体基于文化遗产元素进行再现、解释或者创作，激发学生个性化创造和个性化表达。