Quarks and gluons are the building blocks of matter, hidden in the atomic nuclei and in cosmic ray hadrons. Do quarks and gluons exist? What is the physics describing these elusive particles and how do they relate to the theory of everything? This module is intended to theory and experiment students who want to learn more about the theory of the strong interaction. The module will cover the physics of quarks and gluons from an experimental and theoretical point of view. Starting from the preQCD era and the introduction of quarks, the quark-parton model and colour in the 1960’s we will move to the formal QCD theory and the deep inelastic scattering experiments that established it. Parton density functions (quark and gluon) from the theory to their actual detailed measurement will be discussed. Their role in the Higgs boson and search for Physics beyond the standard model will also be covered. Particular emphasis will be given in the running of the strong coupling (renormalization) and its role in the chiral symmetry breaking and colour confinement. Discussions on the modern machinery for calculating cross sections to be tested in experiments will be covered. College of Science Main Campus Introductory knowledge of Particle Physics is preferred but not required. Basic knowledge of Quantum Mechanics is required. Stathes Paganis 30 Thursday 7,8,9 Phys7048 (222EM6040) 3 (College of Science) Graduate Institute of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

1. Atomic structure and atom-atom interactions 2. Atom-field interactions 3. Recent developments in atomic physics 4. Molecular structure 5. Molecular spectroscopy 6. Non Born-Oppenheimer phenomena 7. Experimental aspects in molecular physics College of Science Main Campus Quantum physics, modern physics or quantum chemistry Kopin Liu 50 Tuesday 2,3,4 Phys5051 (222EU2230) 3 (College of Science) Department of Physics,
(College of Science) Graduate Institute of Physics http://www.phys.ntu.edu.tw/webeng/APHome.aspx

In this course we will read Kant’s theory of aesthetics as presented in his third Critique, the Critique of Judgment. We will use the Cambridge Edition. The course objective is to arrive at an understanding of Kant’s theory of aesthetics, which is primarily an analysis of our faculty of making judgments of taste. Kant uses the results of this analysis to discuss various issues such as genius, beauty of nature, beauty of art, and the relationship between beauty and morality. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 15 Thursday A,B,C Phl7691 (124EM7360) 3 (College of Liberal Arts) Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

Ever since G. H. von Wright proposed the original idea of treating epistemic concepts, such as knowing and believing, as a kind of modal concepts in the 1950s, epistemic logic has flourished into a large family of logical systems. In particular, with the application of Kripke’s possible-worlds semantics, thanks to Jaakko Hinttikka (especially his seminal work Knowledge and Belief (1962)), numerous logical properties of related epistemic concepts can be characterized and clarified in epistemic logics. And sometimes, a well-established epistemic logic may provide a certain way of developing new philosophical views. Yet, at the moment we have already had a family of epistemic logics but the trouble is we are in no position to decide which is the correct, or the most appropriate, one insofar as a philosophical conception of knowledge/belief is concerned. Apart from this, some other misgivings remain, such as the problem of logical omniscience: The agent should know all logical consequences and all tautologies. It is thus somewhat interesting to examine the recent development of epistemic logic and to search for some treatment to deal with the problems epistemic logic may face. In this introductory course of epistemic logic, the construction of epistemic logic in general will be specified, including the language in use, the semantics and axiomatizations. Related topics are briefly mentioned, discussed, and dealt with. of course, no such a course could exhaust all topics involved, let alone the depth of such an enquiry. In this course we shall only examine a variety of logical system concerning knowledge and belief and some related concepts, as shown in the contents, which are involved in the construction of logic at the elementary level, and their philosophical implications. The main objectives of this course are: 1. To study the construction of epistemic logic in general, including the language in use, Kripke’s models and the semantics based on Kripke’s model, and some well-known axiomatizations of epistemic logic, including S5, S4, S4.2, S4.3, KB. 2. A historical survey of the development of epistemic logic and investigation into some main problems with the standard epistemic logic. 3. To study some variants of epistemic logic and their impact on related philosophical issues, such as doxastic logic, dynamic epistemic logic, information and belief revision, common knowledge and public knowledge, temporal logic, and justification logic,etc. 4. To clarify the relationship and the interaction between epistemic logic and epistemology. 5. Some recent results. College of Liberal Arts Shuiyuan Campus Every week, a chapter in the text book, or an essay will be assigned. Students should hand in by email a summary (about 2-4 pages) of the weekly assigned essay. By the end of semester, a long essay (about 3000 words, i.e., 10-12 pages double space in A4 size) is required. Chin Mu Yang 15 Friday 7,8,9 Phl7763 (124EM7390) 3 (College of Liberal Arts) Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

The formation and development of complex societies, sometimes called “chiefdoms” and “states,” has been a key theme in archaeological studies since the 19th century. This course surveys changing theoretical approaches to social complexity and state formation in anthropological archaeology while also taking a comparative perspective, looking at Old World and New World case studies, including the origins of state-level societies in Mesopotamia, Egypt, the Indus Valley, China, and Central America (the Maya lowlands and the highlands of Mexico). As complex society arose in different parts of the world, it brought with it greater social inequalities, changes toward more specialized economies, and fundamental changes in socio-political organization, power relationships, and identity. Settlement patterns changed, and large, more densely populated urban centers emerged (“cities”): these first cities were seats of new forms of pervasive socio-political power that was frequently legitimized through new belief systems and technologies of control, such as writing. While scholars historically have approached these changes through evolutionary frameworks, none of these developments were inevitable nor were they always successful. Part 1 of this course looks at how social complexity has been studied and analyzed within social evolutionary frameworks as well as more recent reactions against evolutionist approaches: how did socio-political and cultural complexity arise? What are “chiefdoms” and how did they emerge? How did some regions develop into early “primary states” and “civilizations”? What is the nature of urbanism, how did the earliest cities emerge, and what were their functions? Part II looks at specific cases of early state-level societies in the Old and New Worlds. Part III looks at special topics related to the emergence of state-level societies, including the invention and roles of early writing systems, changes in gender roles and engendered approaches, the emergence of ethnicity and new forms of cultural identity within social interactions, and finally, socio-political collapse. We will consider all of these within changing theoretical contexts, such as from processualist to post-processualist archaeologies. This seminar-style course, which will be supplemented with lectures, will familiarize upper-level undergraduate and Masters students with key concepts, theories, and debates concerning sociopolitical complexity and the origins of state-level societies, and give them a comparative understanding of the nature of the origins of primary states in major centers in the Old and New Worlds. College of Liberal Arts Shuiyuan Campus Weekly readings and in-class discussion; seminar presentation & discussion leading, midterm examination, final paper David Cohen 10 Thursday 2,3,4 Anth5107 (125EU3000) 3 (College of Liberal Arts) Department of Anthropology,
(College of Liberal Arts) Graduate Institute of Anthropology http://homepage.ntu.edu.tw/~anthro/english/index.htm

For Islamic architecture part, the condition of characteristic monument such as mosque, madrasa (university), and mausoleum etc. in Asia will be analyzed and discussed. Since there are hardly any religious rules for architecture in Islam, the typical example among various kinds of buildings in each area and times will be shown in class. As for the colonial architecture part, we will see several important monuments such as government office, temple and fortification etc. by each European and Japanese Colonies in Asia. Schedule Feb 23 No.1: Introduction (1) Islamic architecture Mar 2 No.2 outline of Islam-1 Mar 9 No.3 Before Umayyad Mar 16 No.4 Abbasid & Egypt Mar 23 No.5 North Africa & Iberia Mar 30 No.6 Seljuk/Mongolian Apr 6 No.7 Timurid Apr 13 No.8 The Early India Apr 20 No.9 Ottoman Apr 27 No.10 Safavid May 4 No.11 Mughal May 11 No.12 Southeast Asia Colonial architecture May 18 No.13 Portuguese & Sapanish May 25 No.14 Dutch June 1 No.15 French June 8 No.16 British June 15 No.17 Japanese 1. Formation of the basic knowledge of Southeast Asia, an important neighbor of Taiwan. 2. Understanding of the historical condition of making Asian cultures throughout Islamic & Colonial architecture. 3. Giving a wide point of view for geographical area of Asia as a cultural soft unity. College of Liberal Arts Main Campus Basic knowledge of Asian geography and history Takashi Sakai 100 Thursday 3,4,5 ARHY1007 (141E10700) 3 Non-degree Program: Art and Design Program,
Non-degree Program: Asian Art Program http://homepage.ntu.edu.tw/~artcy/

Objective: Understanding the Asian cultures, mainly South and Southeast Asia, through the introduction of the World Cultural Heritage (WCH) inscribed UNESCO. Although the system for the inscription of WCH is based on European thinking to preservation of cultural heritage, undoubtedly it is the easiest way to know different cultures in Asia. Schedule: Feb 22 No.1: Introduction: Basic Concept of World Cultural Heritage Mar 1 No.2: Prehistorical Culture in South/Southeast Asia (Sangiran, Bhimbetka, Ban Chiang, Cordilleras, Moenjodaro) Mar 8 No.3: Buddhist Culture 1 (India: Ajanta, Sanchi, Lumbini, Bodh Gaya) Mar 15 No.4: Buddhist Culture 2 (Pakistan & Sri Lanka: Takhti Bahi, Taxila, Anuradhapura, Sigiriya, Polonnaruwa) Mar 22 No.6: Buddhist Culture 3 (Indonesia, Lao & Myanmar: Borobudur, Luang Phabang, Bagan) Mar 29 No.7: Buddhist Culture 4 (Thailand: Sukhothai, Ayutthaya) Apr 12 No.8: Hindu Culture 1 (India 1: Ellora, Elephanta, Mahabalipuram, Patthadakal, Kanarak) Apr 19 No.9: Hindu Culture 2 (India 2: Hampi, Khajuraho, Chola) Apr 26 No.10: Hindu Culture 3 (Cambodia: Angkor, Pereah Vihear) May 3 No.11: Hindu Culture 4 (Lao, Vietnam & Indonesia: Wat Phou, My Son, Prambanan) May 10 No.12: Islamic Culture 1 (India & Pakistan 1: Agra, Taj Mahal, Haumayun, Faterpur Sikri, Rhotas, Thatta) May 17 No.13: Islamic Culture 2 (India & Pakistan 2: Qutub Minar, Chapaner, Red Fort, Lahore) May 24 No.14: Islamic Culture 3 (Malaysia & Indonesia: Malacca, Kampung Laut, Banten, Demak, Kudus) May 31 No.15: Chinese Influenced Culture (Vietnam & Malaysia: Hue, Hoi An, Penang) June 7 No.16: Colonial Culture 1 (India: Goa, Mountain Railway, Shivaji Terminus) June 14 No.17: Colonial Culture 2 (Sri Lanka & Philippines: Galle, Baroque Churches, Vigan) June 21 No.18: Special topics (problems of World Heritage; ownership issue & tourism issue) By the introduction of 67 inscribed WCH in Southeast and South Asia, conditions of multiplicity of cultural standard in Asia will be learned in the class. College of Liberal Arts Main Campus The class will be lectured in English. The students attending who want to join into this course should confirm the basic geographical and historical knowledge of Asian region. Takashi Sakai 15 Wednesday 3,4,5 ARHY7072 (141EM1300) 3 (College of Liberal Arts) Graduate Institute of Art History http://homepage.ntu.edu.tw/~artcy/

The brutal struggle between free will of humanity and historical force has long been a controversial and intriguing subject in the discussions of literature. The point, however, lies not in which side wins eventually, but in exploring what happens in the process of struggle. Viewed from the perspective of literary development, it is quite clear that each different literary movement in postwar Taiwan provides their own unique understanding of the relationship between man and history, between social agency and historical transformation, and ultimately between history and fiction. This course will be divided into four parts, and each of them dealing with specific historical issues or events. Historical Figures Fictionalized, the first part, deals with how historical figures, such as Song Qingling [宋慶齡] and Chen Yi [陳儀], are treated in fiction. History and (Post-)Colonialsim, the second part, as well as History and Politics, the third part, both try to discuss how past experiences have been represented from different ideological point of view by different writers. Finally, History and Social Movements, the fourth part, will take a close look at how writers explain the failure (or success) of certain social movements after they have long perished. In short, all the four parts try to explore the complicated interactions among history, human experience, and literary mind. This course is designed, first of all, to make students better-informed and to understand better the national history of R.O.C. in both the mainland and Taiwan. Therefore, a variety of historical events happened in prewar Mainland China will be dealt with, for example, the Hsin-hai Revolution [辛亥革命] and its aftermath, the May Fourth Movement [五四運動], and the First and Second Chinese Civil Wars [國共戰]. Furthermore, although the course tries to examine the historical tragedies of Japanese Colonialism in Taiwan, it does not necessarily exclude the possibilities of reconciliation, especially in “A Pilgrimage to the Mountains” [〈朝山〉], the story written by aboriginal writer It Ta-os [伊替達歐索]. Besides the May Fourth Movements, the two major social movements to be discussed are the Protect Diaoyutai Island Movement [保釣運動] and the Sunflower Movement [太陽花運動], as reflected and recounted from the perspectives provided by writers like Chang Hsi-guo [張系國], Ping Lu [平路], and Chou Fen-ling [周芬伶]. A list of possible questions to be discussed and polemicized might include: What is the relationship between history and literary fiction? What is the nature of writers’ historical vision? What is the role played by individuals in history? Can they resist the socio-political and economic forces of history? If these questions are answerable, hopefully historical fiction will be made more understandable, and also more valuable. College of Liberal Arts Main Campus 1. Class attendance is always important, and unexcused absences will affect grades. 2. Grades will be computed according to the following: mid-term paper (30%), final paper (30%), oral presentation and class participation (40%). 3. All participants are required to submit midterm and final papers with the minimum length of 3 pages of typed A 4 paper (single-spaced, 5 pages maximum). 4. In most cases, midterm and final papers are written on the basis of oral presentations, but the writing should follow the academic format with which the students are the most familiar (for example, MLA or APA). 5. The frequency of oral presentations will depend on the number of the students who are enrolled in. Rong-Bin Chen 30 Monday 3,4 TwLit1034 (145E10440) 2 http://www.gitl.ntu.edu.tw/main.php?lang=en&Trad2Simp=n

。 Introduction: The concept of truth and the traditional debates over the nature of truth Unit 1 Semantic conception of truth 1.1 Tarski’s semantic theory of truth Tarski, A. (1944), ‘The semantic conception of truth’, Philosophy and Phenomenological Research, vol. 4 (1944), 341-76; reprinted in Semantics and the philosophy of language, L. Linsky (ed.), Urbana, IL: University of Illinois Press, 1952,13-47; also reprinted in Alfred Tarski – Collected Papers, Vol. 2: 1935-44, S. R. Givant and R. N. McKenzie (eds.), Basel: Birkh?user Verlag, 1986, 661-99. —– (1969), ‘Truth and proof’, in Fundamental Problems in Philosophy, O. Haufling (ed.), Oxford: Blackwell and Mott, 1973, a revision of one of the same title originally appeared in Scientific American, vol. 6 (1969), 63-77 (reprinted in A Philosophical Companion to First-order Logic, edited with an overview by R. I. G. Hughes, Indianapolis: Hackett Publishing Company, 1993, 101-125); reprinted in Alfred Tarski ?Collected Papers, Vol. 4: 1958-79, S. R. Givant and R. N. McKenzie (eds.), Basel: Birkh?user Verlag, 1986, 399-423. 1.2 Hartry Field on Tarski’s semantic conception of truth Field, H. (1972/[2001]), ‘Tarski’s theory of truth’, The Journal of Philosophy, (1972); reprinted in Reference, Truth and Reality, M. Platts (ed.), London: Routledge & Kegan Paul, 1980, 83-110; also reprinted with Postscript in Truth and the Absence of Fact, Oxford: Clarendon Press, 2001, 3-29. 1.3 Austin’s semantic account of truth Austin, J. L (1950), ‘Truth’, Aristotelian Society, suppl. vol.24 (1950), 111-29; reprinted in Truth, G. Pitcher (ed.), Oxford: Clarendon, 1964, 18-31; also reprinted in Truth, S. Blackburn and K. Simmons (eds.), Oxford: Oxford University Press, 1999, 149-61. Strawson, P. F. (1950), ‘Truth’, Aristotelian Society, suppl. vol. 24 (1950), 129-56; reprinted in G. Pitcher (ed.) Truth, Oxford: Clarendon, 1964; also reprinted in Truth, S. Blackburn and K. Simmons (eds.), Oxford: Oxford University The course is the third part of the series of tutorial-based courses on fundamental topics in the philosophy of language and logic. We shall examine a variety of account /theories of truth and related topics. College of Liberal Arts Shuiyuan Campus Chin Mu Yang 15 Thursday 7,8,9 Phl7710 (124EM2960) 3 (College of Liberal Arts) Graduate Institute of Philosophy http://www.philo.ntu.edu.tw/en/ann/

The problem of universals is an issue that has been much discussed in metaphysics. Debates are still going on in contemporary times. Realists and nominalists have proposed various arguments, and have developed their own systemized philosophical theories to deal with the problem. This course aims to discuss these arguments and philosophical systems by reading the works of such metaphysicians as D.M. Armstrong. College of Liberal Arts Shuiyuan Campus Duen-Min Deng 3 Monday 5 Phl7864 (124EM5930) 1 (College of Liberal Arts) Graduate Institute of Philosophy
*Majors-only (including minor and double major students).
*Registration eligibility: graduate students. http://www.philo.ntu.edu.tw/en/ann/

This course trains students to construct independently reading responses that are both aesthetic and interpretive. In addition to analytical skills of reading the three major genres of literature, including short story, poetry and drama, the students will also learn how contexts are significant in appreciating a wide spectrum of meanings generated from a text. Each session will be composed of workshops, lectures and whole-class discussions. By the end of the course, each student is expected to demonstrate intermediate skills of analyzing literary works in a process of reading and the synthesizing capacity of relating a text to contexts and other texts. One is also to learn how to share and explain one’s ideas about literary works in writing, and defend them using concrete supports. College of Liberal Arts Main Campus Prerequisite:
Approaches to Literature (1).

1.Reading assignments should be done before coming to class. 2.Participate in class discussions collaboratively. 3.Attendance and participation Anyone who misses the class more than three times will not pass this course. You are encouraged to avoid chronic lateness. Anyone who misses more than one hour of the class will be counted as absent half a time. 4.You are responsible for being in time for tests. No makeup exams will be given unless under extreme circumstances. 5.Assignments are expected to be handed in on the due day. Chi-She Li 50 Monday 2,3,4 FL1014 (102E14202) 3 *Majors-only (including minor and double major students).

(College of Liberal Arts) Department of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

This is a systematic introduction to the problems of phenomenology. Topics like intentionality, consciousness, perception, memory, imagination, pictures, symbols, life world, intersubjectivity will be introduced and discussed. This course aims to offer a gradual understanding of the substantial operation of the so-called phenomenological method and the necessary knowledge for comprehending the development of phenomenology as well. Fundamental concepts of phenomenology will be explicated and illustrated, and the relevance of these concepts to our contemporary human condition will be demonstrated. College of Liberal Arts Shuiyuan Campus Christian Helmut Wenzel 40 Monday 3,4,5 Phl4829 (104E48700) 3 (College of Liberal Arts) Department of Philosophy,
http://www.philo.ntu.edu.tw/en/ann/