Assuming that you are here for an unforgettable experience during your exchange semester/year, we recommend you start exploring Taiwan due to its location and unique geological structure, which offers a variety of breath-taking scenery. To guide you through the geographical features of this beautiful island, the Dept. of Geoscience is now offering an elective course-Introduction to Field Geology (II), which gives a general geological introduction to Hengchun Peninsula, Southern Taiwan. This course will be taught in English and it is especially designed for international students. Therefore, international students (including degree students, exchange students, and visiting students) are highly encouraged to take this course to explore Taiwan together with geologists! Fundamental knowledge in Geosciences Practical training and knowledge for geological surveys Experimental skills and knowledge College of Science Additional registration will take place on 2/24 (Fri.) at the R212 of Dept. of Geosciences (地質系212室) and start at 12:15 pm.
Enroll and registration for the tour will be charged NT $5000 (non-refundable).
EVEN THOUGH YOU HAVE ALREADY ENROLLED, YOU STILL HAVE TO COME AND PAY.

Schedule of this course:
Indoor lesson
Time: 2017/3/25, Saturday, 9:00~12:00
Location: Basement classroom, Department of Geoscience
Content: (1) The introduction of background geology of Taiwan, Hengchun and field survey. (2) Grouping of field work, roll call and ……

Practical training
Time: 2017/3/25, Saturday, 13:30~15:30
Location: Dept. of Geosciences Content: (1) Identification of rocks and quiz

Field survey
Time: 2017/4/7 (Fri.) ~2017/4/10 (Mon.)
**Notice: If you are not able to attend this field trip, you will definitely fail this course.

Final examination
Time: 2017/4/15, Saturday, 10:00~12:00
Location: Basement classroom, Department of Geoscience Ludvig Lowemark 32 Geo1008 (204E22600) 2 (College of Science) Department of Geosciences
*Registration eligibility: non-majors and international students. http://www.geog.ntu.edu.tw/index.php?lang=en

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

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/

Designed specifically for thesis-writing students (year 2 and above) in the MA program of Foreign Languages and Literatures, this course guides students through the production of a proposal for their theses. Students perform the proposal writing task in a sequence of manageable stages, from refining a research question, constructing a literature review, to eventually drafting a proposal. Students will also acquire strategies for writing and revision that can be used beyond this class. Most class sessions consist of oral presentations and writing workshops, which means learning in this class depends on intensive peer collaboration. Students are also required to work closely with their thesis advisors in developing proposals and preparing drafts. 1. Students will learn to effectively manage the thesis writing process, develop writing habits for thesis writing, and produce a proposal for the thesis. 2. Students will develop a healthy/practical attitude towards thesis writing. College of Liberal Arts Main Campus Weekly Quotations: Students should bring one quotation from a primary or secondary source to class every week, preferably written in their thesis-ideas notebook. Each class session starts with free writing on that quotation. Mini-Lessons: Each student will conduct a succinct ten-minute mini-lesson on short readings from The Elements of Academic Style, preferably with handouts or some other interactive component. Participation: Active participation is defined as volunteering to answer questions, demonstrating preparedness, staying on task in class, and in general contributing to the advancement of the learning community in this course. Oral Presentations: Students will present their own work and solicit commentary and support from peers and the professor. Clarity and succinctness of the presentation are signs of good preparation. Portfolio: The portfolio consists of an accordion-folder which contains all thesis-related writings students compiled in the semester and it exhibits the process of thesis writing and records meta-reflections that occur along the process. The contents should include weekly quotations, major drafts of the proposal, source bibliography, literature review, methodology statement, advisor’s comments, classmates’ responses and comments, thesis-idea notebook, chapter outline and drafts (if any), and other notes or reflections. Grades Participation: 25% Mini Lessons: 5% Oral Presentations: 30% Portfolio: 40% *This is a pass/fail course. To pass and to succeed, students MUST complete and submit the assignments on time and in the proper format. Shan-Yun Huang 8 Wednesday 2,3,4 FL7202 (122EM0080) 2 (College of Liberal Arts) Graduate Institute of Foreign Languages and Literature
*Majors-only (including minor and double major students).
*Registration eligibility: graduate students. http://www.forex.ntu.edu.tw/main.php?lang=en

Course Description: This proposed MA seminar engages with key moments in the development of Asian American critical discourses. It takes as its starting point Chih-ming Wang’s contention that much of the Asian American critical work that has been produced in Taiwan so far has downplayed or neglected the interdisciplinary and internationalist character of Asian American studies. We will ask: what, then, would constitute an adequate form of engagement with Asian American critical discourses and texts? The working hypothesis of this seminar will be that Asian American culture is not a stable pre-constituted object awaiting excavation and recovery; we will instead approach it as a process of contestation and critical reformulation that is not yet settled. Our starting point will be critical accounts of the Asian American movement including the 1968-1969 student strikes at San Francisco State College and UC Berkeley. We will then examine other key moments including but not limited to the following: the controversy over the canonization of Maxine Hong Kingston’s The Woman Warrior; “the fall of the International Hotel” in San Francisco; the murder of Vincent Chin in Detroit; the heated debates surrounding Ronald Takaki’s popular history Strangers from a Different Shore; the politics of ethnicity; the near implosion of the Association for Asian American Studies following the granting。スand rescinding。スof a book award for Lois-Ann Yamanaka’s novel Blu’s Hanging; debates concerning the internationalization of Asian American studies; and the stakes involved in reading Asian American literature after the catastrophic events in Japan on March 11, 2011. We will conclude our seminar by asking (following a recent forum published in the Journal of Asian American Studies): has Asian American studies failed? Students in this seminar will be expected to read widely across interdisciplinary debates and to write regularly about the texts in our course readings. Students will have a chance to learn about and use key Asian College of Liberal Arts Main Campus Assignments: * Attendance and participation 10% * In-class writing exercise 10% * Six critical responses 30% * Term paper proposal 10% * Term paper 40% * Total 100% Please note that these assignments are subject to change as the instructor fine-tunes the syllabus. Guy Beauregard 12 Monday 5,6,7 FL7254 (122EM2830) 3 (College of Liberal Arts) Graduate Institute of Foreign Languages and Literature http://www.forex.ntu.edu.tw/main.php?lang=en

Course Description This course investigates the encounter between east and west in two related dimensions: narrative and material, with five foci。スlandscape gardening, porcelain, tea, opium, and The Arabian Nights. The period of study is concentrated on the 18th and 19th centuries, when the east-west interaction becomes intensified. Course Objectives This course is designed to lead students to delve into the east-west “contact zone.” The material culture and ramifications in narrative will be learned in their historical contexts and with the help of theoretical insights mainly drawn from Thing Theory, etc. College of Liberal Arts Main Campus Requirements: Students are to read the assigned materials beforehand. Weekly reading notes, reflection and questions are to be sent to the instructor before the day of the class. Each student is to lead 2 discussions in the form of presentation (50 min) with Power Point slides, and to produce a term paper around 18-20 pages in MLA style. Ya-Feng Wu 12 Thursday 2,3,4 FL7303 (122EM3730) 3 *Registration eligibility: graduate students
.(College of Liberal Arts) Graduate Institute of Foreign Languages and Literature,
(College of Liberal Arts) Graduate Institute of Drama and theatre http://www.forex.ntu.edu.tw/main.php?lang=en