Donald Davidson (1917-2003) is arguably the most influential philosopher in the second half of the 20th century, specializing in metaphysics, the philosophy of language, the philosophy of mind, and some other related field. Surprisingly, he did not publish any single monograph, apart from some collections and a variety of essays. Each of his classical essays appears to be individually developed and seems to be fascinating and invaluable on its very own. It is striking that when and only when they are drawn together there emerges a compelling whole picture of man as a rational animal (presumably the only rational animal in this world). According to Davidson, the thoughts of human being should never be reducible to the material. Nonetheless, thoughts are components of the reality. Moreover, he classifies our knowledge into three distinct categories, including knowledge of our own mind, knowledge of the minds of others, and knowledge of the external world. And having knowledge of these categories are so fundamental to the nature of human being as the power of thought and speech itself. Davidson’s philosophical program can be roughly organized around two connected projects. The first is that of understanding the nature of human agency. The second is that of understanding the nature and function of language, and its relation to the world. Accordingly, the first part of this course will focus on Davidson’s investigation of reasons, causes, and intentions, which revolutionized the philosophy of action. This leads to his notable doctrine of anomalous monism, the view that all mental events are physical events, but that the mental cannot be reduced to the physical. The second part of this course focus on his philosophy of language. We shall study several famous essays in which Davidson set out his highly original and influential truth-conditional program of meaning theory and the role the very concept of truth plays in the theory of meaning and the philosophy of language in general. The course intends to offer a survey of the philosophy of Donald Davidson so that students can grasp, on the one hand, the development of the philosophy of language in the 20th century from Frege to Davidson, and on the other hand, the Davidsonian account of action. Davidson’s main theses will be formulated as clearly as possible and his arguments will be explicated. His original essays will be studied and common criticisms will be reexamined. I hope this course would be able to pave a road for the student not only to advanced study of Davidson’s works, but also to the study of philosophy of language, philosophy of action, and metaphysics in general. College of Liberal Arts 每週將會指定一篇戴維森的作品。要求進行閱讀、摘要。 CHIN MU YANG Thursday 789 Phl7674 3

The course aims to survey the British novel since, and in the wake of, Virginia Woolf – paying specific heed to meaningful engagements with her example or interesting resistances, repressions, or downright avoidals. The focus is limited to novels written by British* women (avoiding for the most part commonwealth and colonial/postcolonial writers merely for reasons of economy [*although as usual British incorrectly includes Irish]). Without committing to any particular feminist or theoretical approach (we will survey several), I want us to read the novels, with a background sense of twentieth-century British cultural history, to see how different, talented writers respond to the formal and thematic challenges offered by Woolf, whom I see as a sort of hinge between the great nineteenth-century novelistic tradition and a very changed literary and political world of the twentieth. Major issues include tradition, women’s writing, Modernism and form, sexuality, gender, subversion and transgression. There is quite a bit of reading: we will spend two weeks per novel and read several different critical and theoretical approaches regarding each writer. Requirements, besides reading and class participation, will include a presentation and a long final research paper. Students are encouraged to draw the “alternates” into the discussion in their presentations or papers, as well as to explore other works by the main writers, many of whom (have) had long and fruitful careers. The goal is to survey some good fiction not usually covered in classes for time constraints and pushing towards genuinely contemporary British writing. The course is not conceived as a footnote to Woolf by any means, nor a mere celebration of her work. Rather it takes her as a sort of starting point for an inquiry into British women’s writing in the 20th century. College of Liberal Arts Each student will be required to present on one of the writers (primary or secondary material) and there will be one final semester paper. Naturally students are also required to do all the reading come to class, and to participate in discussions. DUNCAN CHESNEY Friday 234 FL7319 3

John Searle was born in 1932. He is an American philosopher, and he has contributed on topics such as speech acts, philosophy of language, intentionality, philosophy of mind, consciousness, and social reality. In this course we will read his book of 2001, entitled “Rationality in Action.” The book has 298 pages, but it is very generously printed. It is a short book. Searle is a very good writer, very accessible, and clear. He is very much down to earth. On the cover the book is introduced as follows: “The study of rationality and practical reason, or rationality in action, has been central to Western intellectual culture. In this invigorating book, John Searle lays out six claims of what he calls the Classical Model of rationality and shows why they are false. He then presents an alternative theory of the role of rationality in thought and action. A central point of Searle’s theory is that only irrational actions are directly caused by beliefs and desires — for example, the actions of a person in the grip of an obsession or addiction. In most cases of rational action, there is a gap between the motivating desire and the actual decision making. The traditional name for this gap is “freedom of the will.” According to Searle, all rational activity presupposes free will. For rationality is possible only where one has a choice among various rational as well as irrational options. Unlike many philosophical tracts, Rationality in Action invites the reader to apply the author’s ideas to everyday life. Searle shows, for example, that contrary to the traditional philosophical view, weakness of will is very common. He also points out the absurdity of the claim that rational decision making always starts from a consistent set of desires. Rational decision making, he argues, is often about choosing between conflicting reasons for action. In fact, humans are distinguished by their ability to be rationally motivated by desire-independent reasons for action. Extending his theory of rationality to the self, Searle shows how rational deliberation presupposes an irreducible notion of the self. He also reveals the idea of free will to be essentially a thesis of how the brain works. The students will learn about rationality and how it has a place in our lives. They will learn how to analyze arguments, assumptions, and positions, how to write summaries, and how to develop and present their own views in discussion and in writing. They will improve their English. The course will be taught in English. College of Liberal Arts non CHRISTIAN HELMUT WENZEL Thursday ABC Phl7782 3

The Emerald Isle, or Ireland, is well-known for a nation with world-class literature, Nobel Prize winners, playwrights, and award-winning film directors. However, what makes the Irish good storytellers in particular? What prompts its artists to produce masterpieces over the generations? This course aims to uncover the diverse Irish experiences through drama, in attempt to explore how Ireland, as a largely Catholic nation and a former British colony–controversially, rebuilds and interrogates its history in the twentieth century. The issues to be discussed include the making of political identities, individuality versus religious authorities, cultural nationalism and de-colonization, sectarian violence, gender and racial divides, immigration and ethnic minorities. We will cover drama written by both genders, Catholics and Protestants, Republicans and Unionists, and from the Irish Republic and Northern Ireland, so as to maintain a balanced view of Irish experiences. We will also discuss how Irish intellectuals struggled against political and religious powers to initiate social changes. Observing the painful experiences of this divided nation?which is still in this case?will unveil the changing faces of Ireland since the early twentieth century to date. College of Liberal Arts 1. At least Four short reflection journals: 400 words; upload to Ceiba’s Forum (討論區). 2. Two responses to classmates’ journals. 3. Final exam. 4. You are more than welcome to present your ideas on Ceiba’s “Forum/討論看板” and recommend relevant websites on “Resources/資源分享”. Your online participation will be rewarded with points in your final grade. 5. Handouts (to be purchased from 鳳鈺影印行?新生南路三段56巷11號, Fong-yu Copy Shop?No.11, Lane 56, Sec. 3, Xin-Sheng South Road, Taipei.) WEI-HUNG KAO Thursday 67 FL3229 2

Ever since Bertrand Russell, logic is not merely to be taken as the study of correct reasoning – checking the validity of arguments and/or vindicating the legitimacy of the process of reasoning, so as to produce more truth. ‘Logic is fundamental in philosophy’, to put in Russell’s words. In particular, the development of modal logic equipped with Kripke models since the middle of the 20th century has expand the scope of axiomatization (of a logical theory) to cover a variety of philosophical issues/topics, e.g. metaphysical modality, knowledge and belief, time, and some others. It is them tempting for philosophers to illustrate some philosophical concepts by virtue of proposing certain appropriate theses which can be further theorized as some sort of logical systems. At present, a large family of so called non-classical logics have been well established, such as logics of metaphysical modality (including necessity and possibility), epistemic logics (including knowing and believing and some other epistemic attitudes), temporal logic, logic of justification, to mention a few. Following along this approach, in Modal Logic as Metaphysics (Oxford University Press, 2013), Timothy Williamson proposes an axiomatization of some main metaphysical doctrines, taken as modal truths of some sort, in a well-constructed framework of higher order modal logic, and argues that the resulting axiomatization, taken as a whole, can be treated as a theory of metaphysics. Williamson rejects the search for a metaphysically neutral logic as futile. Instead, he holds a positive path in searching for satisfactory answers to some noticeably metaphysical questions on the basis of an integrated approach to the issues under investigation, applying the technical resources of modal logic to provide structural cores for metaphysical theories. As is well-known, a variety of issues/debates/problems involving metaphysical modality have been playing a dominating part not only in metaphysics but also in philosophical logic since the second half of the twenty century. Questions of this kind raise deep issues about both the nature of being and its logical relations with contingency and change. In Modal Logic as Metaphysics, Williamson offers detailed historical discussions of how the metaphysical issues emerged in the twentieth century development of quantified modal logic, through the work of a group of distinguished philosophers/logicians, such as Rudolf Carnap, Ruth Barcan Marcus, Arthur Prior, and Saul Kripke. Williamson proposes a kind of higher-order modal logic as a new setting in which such metaphysical questions can be dealt with scientifically, by the construction of systematic logical theories embodying rival answers and their comparison by normal scientific standards. The book also contains some of Williamson’s original and precise treatments of a wide range of topics: the relation between logic and metaphysics; the methodology of theory choice in philosophical theorization, the nature of possible worlds and their role in semantics, plural quantification vs. quantification into predicate position, communication across metaphysical disagreement, and problems for truth-maker theory. It is striking that the book deserves a serious study and examination for any students who are interested in modal logic, metaphysics, philosophical logic, and the development of analytic philosophy. College of Liberal Arts The course is essentially at advanced level. The student should have a fully understanding of first-order logic (including propositional logic and predicate logic, both semantically and syntactically), a nodding acquaintance with quantificational modal logic and higher order logic, and preferably some background knowledge about the basic metaphysical issues involved in possible world semantics and modality, typically necessity and possibility. Every week, a paper or a chapter in a text book will be assigned; all students should send in a summary (about two pages, but no more than 4 pages) of the assigned paper/chapter. A student will, in turn, give a presentation (about 30-60 minutes), a summary of the assigned paper/chapter in character. By the end of semester, a long essay (no lesser than 2000 words) is required. CHIN MU YANG Friday 789 Phl7783 3

This course is designed to provide students with an overview of approaches in teaching English as a foreign language. You will learn about the theoretical foundations and instructional practices in second/foreign language teaching and work in small groups to demonstrate various teaching methods and techniques. You will also become familiar with the current English textbooks used in junior and senior high schools and reflect upon your own philosophy and beliefs about teaching English in Taiwan. other Main Campus You may fulfill the prerequisites by taking 3 of the 12 courses (52 conditions available). Please see “Prerequisite Course Information” on NTU Online website for detail or by approval of the instructor. Yen-Fen Liao 15 Monday 5,6 EduTch5451 (P01EU1620) 2 Non-degree Program: Center for Teacher Education http://www.education.ntu.edu.tw/English/ma/english.htm

This two-semester course constitutes an intensive training program that attempts to cultivate competent English teachers for secondary schools in Taiwan. Essentially, it intends to introduce students to the methods and techniques of English teaching, course design, lesson planning, and development and evaluation of teaching activities and materials. Further, it aims to afford students the opportunities to translate theoretical knowledge into hands-on practice by way of inviting them to demonstrate self-developed teaching lessons, attend school visits, and conduct classroom observations. Specifically, in the first semester, students will practice developing and implementing lesson plans and instructional materials, foster and sharpen the skills of initiating and sustaining efficient classroom interactions, and evaluate the effectiveness of micro-teaching. In the second semester, in addition to the aforementioned activities, students will each demonstrate teaching lessons with the aid of a supervising practitioner at designated secondary schools. Upon the completion of this yearly course, students can expect to be able to 1) understand the theoretical principles of language teaching, including course and material development, lesson planning, and language assessment, 2) demonstrate self-designed lessons and perform classroom observations, 3) understand the current English curricula of the public and private high schools in Taiwan, and 4) develop strengthened presentational and instructional effectiveness. other Main Campus Prerequisite:
EduTch5530 (P01 U3510)Practicum(Ⅰ) in English/languages (Ⅰ).

1) Late work results in a lower grade. The grade of an assignment submitted later than the designated due date will be reduced by 20% for each day it is late. 2) All assignments should follow the format guidelines below. (a) Typed, 12-point word font, Times New Roman (b) 2.54 cm margins (all sides), 1.5-spacing (c) English name and student ID on top right corner (header) (d) Paper number on bottom center (footer) 3) Use of mobile devices (e.g., cell phones, tablet computers, laptops) during class is disallowed unless otherwise permitted by the instructor. 4) This course has a zero-tolerance policy for plagiarism. Any form of plagiarism will immediately earn students a failing grade for the entire course.  Huang, Shin-Ying 15 Thursday 6,7 EduTch5568 (P01EU4490) 2 Non-degree Program: Center For Teacher Education http://www.education.ntu.edu.tw/English/ma/english.htm

Primary Course Content:
． How to write Definitions and Descriptions
． How to write an Analysis
． How to write Argumentation The course also offers these specific writing skills and functions:
． Defining
． Describing
． Summarizing
． Comparing/Contrasting
． Critiquing
． Analyzing
． Arguing/Persuading
． Proofreading and Editing By the end of the course, you should be able to: Critically evaluate and analyze a variety of texts for academic purposes. Identify features of academic writing and apply their knowledge of academic writing to organize their ideas into a logical and coherent text. Recognize argumentative structures used in constructing research papers. Develop proof-reading and self-editing skills. The primary aim of this course is to develop the stylistic competency needed to write a thesis, article, and other English-language academic documents. This course is ideally suited to all students (not just Social Sciences) interested in writing about qualitative research ideas that require expository writing skills (闡述性寫作/明) The main assignment for this course invites you to create a personal writing project that uses some or all of the functions mentioned above. These functions can be applied to your writing assignments that match your particular needs. This project can be one single paper, or you can practice writing different parts of a paper. For example, if you are preparing your thesis, you may want to practice writing the definition and description of your research object. You may also want to practice analyzing the object, and critiquing previous research. If you are writing an article, you might want to practice writing the abstract (summary), or discussing your hypothetical conclusions based on your research methods (analysis and argumentation). You will be asked to submit by the end of the course, a final draft of this project that shows confident use of at least three of the expository functions. other Main Campus 1) Priority enrollment will be given to graduate learners enrolled in any Humanties or Social Science department. 2) Class instruction will be given in English, and all materials are in English. If you need help with advanced academic grammar for your academic writing, I recommend taking the AWEC’s Fundamentals of English Writing class before taking this class. 2) This course is not open to auditors. Undergraduates will need to have a research project to qualify for this class. Marc Anthony 20 Tuesday 6,7,8 Write7014 (Q01EM0360) 3 Ntu Academic Writing Education Center
*Registration eligibility: graduate students. http://www.awec.ntu.edu.tw/eng/eng_index.html

This course will train students to learn how to write an academic journal research paper. The course will consist of an introduction to academic English and to the framework of each part of an academic paper. Students will learn how to make an effective oral presentation of their research. Course Intended Learning Outcome (CILO): By the end of the course, students should be able to … CILO 1: critically evaluate and analyze a variety of texts for academic purposes. CILO 2: identify features of academic writing and apply their knowledge of academic writing to organize their ideas into a logical and coherent text. CILO 3: recognize the moves and steps in constructing research papers. CILO 4: develop proof-reading and self-editing skills. CILO 5: make effective written and oral presentations of one’s own work. other Main Campus 1. Students are required to attend all classes. No more than three excused absences are permitted. 2. Active participation in class discussions is required. 3. Writing assignments are carefully scheduled as stages toward the fulfillment of the course’s objectives. Late assignments will not be accepted. Fang Ping Yeh 15 Wednesday 2,3,4 CLS5004 (B00EU0120) 3 (College of Life Science) Institute of Molecular and Cellular Biology,
(College of Life Science) Institute of Biochemical Science,
(College of Life Science) Institute of Life Science,
(College of Life Science Geno and System Biology Degree Program,
(College of Life Science) Institute of Ecology and Evolutionary Biology,
(College of Life Science) Institute of Fisheries Science,
(College of Life Science) Institute of Biochemical Science and Technology,
(College of Life Science) Institute of Plant Biology
http://college.LifeScience.ntu.edu.tw/

Students learn advanced starch chemistry through reading, leading and participating in the discussion, and presenting comprehensive reviews of peer reviewed articles published in the last three years (2013-2016). Both students and the instructor will select articles that are related to the students’ research projects or disciplines. The instructor will provide guidelines f leading group discussions and facilitate the discussions. Through in-class activities, students will gain knowledge that will advance research projects related to starch chemistry. Students will also build up critical-thinking, leadership, and communication skills in the class. The final presentations, both an oral and a written report, are expected to be part of the students’ future theses, manuscripts or research presentations. 1. Students will gain knowledge about starch science and its relationship with nutritional and technical functionalities. 2. Students will gain an understanding of the role of starch chemistry in agricultural and life sciences. 3. Students will read and analyze various hot topics related to starch science and technology. College of Bio-Resources & Agriculture Main Campus Instructor’s permission. The instructor recommends students to take scientific writing, seminar, organic chemistry, biochemistry, food chemistry and take the Library database training before the class. Ting-Jang Lu 10 Tuesday 1,2 FOOD7209 (641EM3090) 1 (College of Bioresources and Agriculture) Graduate Institute of Food Science & Technology http://www.fst.ntu.edu.tw/eng/p1-letter.asp

Effective communication is a fundamentally important skill for scientists and engineers. The goal of this class is to familiarize students with the scientific communication process and teach skills necessary to successfully present their results. An overview over several practices of scientific communication will be given, such as oral and poster presentations and preparation of written manuscripts. The process of writing a publication will be a focus of this course and many different aspects from structuring results and reviewing literature to avoiding common English mistakes and choosing a journal will be covered. Finally, hands-on experience with several important software packages to structure and display data and references will be provided. On completion of this course, students should be able to: Present a topic in form of a talk or a poster Identify and avoid common English mistakes Structure their results in a clear and concise manner Write a scientific paper Review a manuscript College of Science Main Campus Mario Hofmann 25 Thursday 7,8,9 Phys7052 (222EM5020) 3 (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/