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麻省理工「開放式課程」首頁 » 人類學 » 2005春季課程：族群與國家認同

21A.226 2005春季課程：族群與國家認同
(Ethnic and National Identity, Spring 2005)

本頁翻譯進度

燈號說明  
審定：無
翻譯：謝志豪(簡介並寄信)
編輯：馬景文(簡介並寄信)
（編註：輔助教室
編輯所設置自學書院網站設有本課程的輔助教室，內容包括部份閱讀文章的翻譯本，中文文獻連結，和自學者論壇。）

師資

講師：
Jean Jackson 教授
上課時數
教師授課：
每週2節
每節1.5小時
程度
大學部

回應
告訴我們您對本課程或「開放式課程網頁」的建議。

聲明
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原文聲明





墨西哥市集日中的人們。（圖片由stock.xchng提供，Tim Qulick拍攝。）
Market day people in Mexico. (Image courtesy of stock.xchng, by Tim Qulick.)

註：本課程譯本有參考同名課程的2003年版本，謹此致謝。


自學書院網站有本課程的輔助教室，內容包括中文文獻連結和自學者論壇。

課程重點

本課程包含所有講稿與廣泛的指定和補充閱讀書目

This course features a full set of lecture notes and an extensive bibliography of required and supplementary readings.


課程描述
本課程介紹族群與國族認同的跨文化研究。我們檢視社會認同的概念，討論性別、 宗教與種族認同的內容如何與族群與國族認同相互動。我們探索國族主義的歷史，包含國族國家概念的出現，並討論全球化、移民、與跨國組織的影響。我們也將觀察認同政治與族群衝突。

This course is an introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, consider how gender, religious and racial identity components interact with ethnic and national ones. We explore the history of nationalism, including the emergence of the idea of the nation-state, and discuss the effects of globalization, migration, and transnational institutions. We also look at identity politics and ethnic conflict.

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教學大綱

〔人文社會與藝術溝通密集課程的標準。人文科學、藝術與社會科學的溝通密集課程，要求起碼20頁的論文，分3-5次作業繳交，其中起碼要有一份要重新修改並重新繳交。人文社會與藝術溝通密集課程會進一步透過口頭報告、學生領導討論、課堂參與以提供學生實際口語表達機會。為確保學生寫作得到充分的指導，並有充分的機會發表口頭意見，人文社會與藝術溝通密集課程中每組學生最多18位，除非是沒有分組授課的科目(僅有一位任課教師)。在這種狀況下，若附加一位寫作指導者，則選課人數可達25人。〕

本課程介紹族群與國族認同的跨文化研究。我們檢視社會認同的概念，討論性別、 宗教與種族認同的內容如何與族群與國族認同相互動。我們探索國族主義的歷史，包含國族國家概念的出現，並討論全球化、移民、與跨國組織的影響。我們也將觀察認同政治與族群衝突。

本課題檢視族群與國族認同的概念，關注這些概念在社會科學與一般說法中的與時發展，介紹人性的意義與社會認同的實質的跨文化變異。我們由「人民people」觀點來討論構成「國族nation」的相關概念之歷史，審視在19世紀與20世紀初歐洲國族－國家與君主制國家形成之前此概念的意涵；也討論在今日文化多元論、後現代、全球化與跨國潮流(例如移民)時代裡的意義。我們檢視族群與國家的國族主義兩者如何運作，創造同質性的過去，以強調異質性的現在。我們也關注相關的種族、宗教、性別與文化概念，看一個概念的產生如何往往派生出另一個。我們也探討西方的族群與國族認同如何包涵共有的生物性傳承、歷史和文化內容；其構思有：(1) 共有的行為模式：音樂、服裝、飲食風格、具體習慣(例如姿勢)等；以及(2) 內在特質，例如個性、人格、天份。我們簡短討論語言意識形態，焦點放在語言特徵（詞彙、音韻學）可達成非語言目的，例如表現族群或國族認同。

課程要求
除書面作業外，希望學生必須跟上所有指定閱讀(書本每周約150頁，文章每周約100頁)。學生必須出席並參與課程，課程這部份與閱讀回應佔總成績25%。缺席三節課以上的學生學分將會不及格。要求寫三篇論文，各佔25%。題目將在課程第三周結束時公佈。


課程評分簡述如下：
Grading criteria.
活動 比例

課堂參與+閱讀回應 20%
三篇論文 每篇25%
課堂口頭報告 5%



閱讀回應
閱讀回應，是用幾句話描述你閱讀該堂課某一份指定閱讀資料的回應；不要給出分析報告或摘要，要給出你的回應。寫回應不應超過十分鐘。雖然這並不會評分，但在評定你的表現時會考量。本學期你要寫六份回應。

此課程沒有期末考試。

論文
你要撰寫三份論文，各7至8頁約2000字。要求根據所得評論重寫第一份論文。重寫的草稿才是評分的依據。第二、三篇論文可以自由選擇重寫，但強烈推薦。

希望你參與課堂討論和做口頭報告。上課前寫閱讀回應很重要，學生應該可以毫無困難完成大部份。若學生並非經常主動，會將被要求發言。在課程的後期，學生將就第三篇論文作10分鐘的口頭報告 (會計時，故建議先行排練)。

前兩份論文的繳交期限是第11周與第19周，在繳交後一周取回論文（第13周和第21周），並且必須在一周後繳交重寫的論文（第14周[因前一周是春假]和第22周）。如果你計畫重寫第三份論文，第一稿必須在第20周繳交，並將在第22周發還。第三份論文定稿繳交期限是第24周。

若你的成績是B以上，你將自動地通過寫作要求的第一階段。

將會放映五部影片。

課程一小時是講授，其後半小時討論。

抄襲
抄襲有兩種形式，第一種是完全引用或是以非常接近原意重述，卻未使用引用括號。註腳標出資料來源是不夠的；如果你引用原文或接近原意重述，必須使用引用括號。第二種形式是採用資料來源的觀念卻沒有標明出處。雖然制裁抄襲是依其嚴重性而定，因此而不及格是可能的（我過去曾經給學生不及格）。


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[Criteria for HASS CI Subjects. Communication intensive subjects in the humanities, arts, and social sciences should require at least 20 pages of writing divided among 3-5 assignments. Of these 3-5 assignments, at least one should be revised and resubmitted. HASS CI subjects should further offer students substantial opportunity for oral expression, through presentations, student-led discussion, or class participation. In order to guarantee sufficient attention to student writing and substantial opportunity for oral expression, the maximum number of students per section in a HASS CI subject is 18, except in the case of a subject taught without sections (where the faculty member in charge is the only instructor). In that case, enrollments can rise to 25, if a writing fellow is attached to the subject.]

This course is an introduction to the cross-cultural study of ethnic and national identity. We examine the concept of social identity, and consider how gender, language, religious, national, and ethno-racial identity components co-interact. We explore the history of nationalism, including the emergence of the idea of the nation-state, and discuss the effects of globalization, migration, and transnational institutions. We also look at identity politics and ethnic conflict.

This subject examines the concepts of ethnic and national identity, looking at the evolution of these concepts over time both in social science and common parlance. Students are introduced to the substantial cross-cultural variation in the meaning of personhood and forms of social identity. We explore the history of notions about what constitutes a "nation," in the sense of a "people," looking at what it meant prior to the nation-state and imperial projects in Europe during the 19th and early 20th centuries, and what it means in the present era of multiculturalism, postmodernity, globalization, and transnational trends such as migration. We examine how both ethnic and state nationalism work to invent a homogenized past in attempts to address a heterogeneous present. We also look at the related concepts of race, religion, gender, and culture, seeing how constructions of one usually entail the others. We also study how ethnic and national identity are seen in the West to consist of shared biological legacies, shared histories, and shared cultural content conceived in terms of 1) shared patterns of behavior-music, dress, food styles, embodied habits (e.g., posture), etc., and 2) such inner qualities as character, personality, talent. Language ideologies are briefly discussed, focusing on the way linguistic features (lexicon, phonology) can serve non-linguistic purposes such as signifying ethnic and national identity.

Requirements
In addition to written work, students are expected to keep up with all assigned readings (approximately 150 pp. a week for the books; 100 pp. a week for articles). Students must attend class and participate; this part of the course, coupled with Reader Responses, will account for 20% of the grade. Students who miss more than 3 classes will lose credit. You will write 3 papers, each counting 25%; your in-class presentation counts 5%. Topics will be given out by the end of the third week of class.
The grading for the course in a nutshell:



Grading criteria.
Activities Percentages

Class Participation + Reader Responses 20%
3 Papers 25% each
In-class Presentation 5%



Reader Responses
Reader responses consist of a few sentences describing your reaction to one of the readings for that session. Do not give an analysis or summary, give us your response to it. These should take no more than 10 minutes to write. While these are not graded, they will be factored into the evaluation of your performance. You will write six over the course of the term.

There is no final examination.

Papers
You will write three papers, 7-8 pages (roughly 2000 words) each. You must rewrite the first paper in light of the comments you receive. The revised draft is the version which will be graded. Rewriting the second and third papers is optional, but highly recommended.

You will also be expected to participate in class discussions and presentations. Having written Reader Responses prior to class, students for the most part have no difficulty with this. If a student does not regularly volunteer, she or he will be called upon to speak. At the end of the course, students will present a 10-minute presentation of their third paper (these will be timed, so rehearsing is advisable).

The first two papers are due in session 11 and in session 19. You will get the papers back one week after they have been handed in (session 13 and session 21), and must submit your rewrite one week later in (session 14 [delayed because the previous week is Spring Vacation] and session 22). If you plan on revising the third paper, the first version must be handed in by session 20, and will be handed back in the session 22. The final version of the third paper is due on session 24.

You will automatically pass Phase 1 of the Writing Requirement if you receive a grade of B or better.

Several videos will be shown.

One class hour will be lecture, followed by 1/2 hour discussion

Plagiarism
Plagiarism comes in two forms. The first involves using the words of a source, exactly or in very close paraphrase, without quotation marks. It does not suffice to footnote the source; if you use the words of the original, or closely paraphrase them, you must use quotation marks. The second form involves taking ideas from a source without footnoting the source. Although sanctions for plagiarism depend on its severity, failing the subject is a distinct possibility (I have failed students in the past).

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教學時程

課 課程單元 重要日期

1 簡介族群與國族認同之研究：危機及其嚴重之因素
Introduction to The Study of Ethnic and National Identity: The Stakes, and Why the Stakes are So High
  
2 族群認同 I
Ethnic Identity I
  
3 族群認同 II
Ethnic Identity II
  
4 族群認同III：回族
Ethnic Identity III: The Hui
  
5 國族與國族主義I
Nation and Nationalism I
閱讀回應上交期限
Reader response due

6 國族與國族主義II
Nation and Nationalism II

7 族群性、國家、國族
Ethnicity, State, Nation
  
8 國家、國族、文化
State, Nation, Culture
閱讀回應上交期限
Reader response due

9 文化：各種定義
Culture: Definitions
  
10 種族／國家衝突
Ethnic/State Conflict
  
11 種族／國家衝突II
Ethnic/State Conflict II
第一篇論文初稿上交
First draft of first paper due

12 種族I
Race I
閱讀回應上交期限
Reader response due

13 種族II
Race II
第一篇論文發還並附評語
First paper returned, with comments

14 族群認同、國族主義與性別
Ethnic Identity, Nationalism and Gender
重寫的第一篇論文上交
Rewrite of first paper due

15 族群認同、國家、與性特徵
Ethnic Identity, State, and Sexuality
  
16 宗教、族群性、國族
Religion, Ethnicity, The Nation

閱讀回應上交期限
Reader response due

17 語言、文化、族群性
Language, Culture, Ethnicity
  
18 國家、文化、國族
State, Culture, Nation

閱讀回應上交期限
Reader response due

19 文化復興
Culture Recovery

自由選擇上交第二篇論文初稿
Optional first draft of second paper due

20 文化：挪有，承襲，“販賣文化”
Culture: Appropriations, Heritage, "Selling Culture"

自由選擇上交第三篇論文初稿
Optional first draft of third paper due

第二篇論文發還，並附評語（選做）
Second paper handed back, with comments (optional)

21 人權、集體權利
Human Rights, Collective Rights
  
22 新社會運動：原住民運動
New Social Movements: The Indigenous Movement
上交第二篇論文定稿
Final draft of second paper due

自由選擇上交的第三篇論文發還附帶評語
Optional first draft of third paper handed back with comments

23 跨國主義，全球化與文化
Transnationalism, Globalization and Culture
  
24 總結
Summing Up
上交第三篇論文定稿
Final draft of third paper due

25 學生報告
Student Reports
閱讀回應上交期限
Reader response due

26 學生報告（續）
Student Reports (cont.)

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相關閱讀資料

審定：無
翻譯：謝志豪(簡介並寄信)
編輯：馬景文(簡介並寄信)
（編註：輔助教室
編輯所設置自學書院網站設有本課程的輔助教室，內容包括部份閱讀文章的翻譯本，中文文獻連結，和自學者論壇。）


各節課的閱讀資料。
Readings by class session.

必讀書目
Required Books
Wade, Peter.《種族，自然和文化》London, UK: Pluto Press, 2002. ISBN: 0745314546。
Wade, Peter. Race, Nature, and Culture. London, UK: Pluto Press, 2002. ISBN: 0745314546.

Gladney, Dru.《中國的種族認同：穆斯林少數民族民族性的形成》Fort Worth, TX: Harcourt Brace College Publishers, 1998. ISBN: 0155019708。
Gladney, Dru. Ethnic Identity in China. The Making of a Muslim Minority Nationality. Fort Worth, TX: Harcourt Brace College Publishers, 1998. ISBN: 0155019708.

Nagel, Joane.《美洲印第安人的復興：紅色力量和身份與文化的覺醒》New York, NY: Oxford University Press, 1997. ISBN: 019508053X。
Nagel, Joane. American Indian Ethnic Renewal: Red Power and the Resurgence of Identity and Culture. New York, NY: Oxford University Press, 1997. ISBN: 019508053X.

補充閱讀材料
Supplementary Reading
補充閱讀資料：西藏
Supplementary Reading: Tibet

French, Howard W.〈永別香格里拉：龍的傳人已遷入〉《紐約時報》2004年12月8日。
French, Howard W. "Shangri-La no more: the dragons have settled in." New York Times, December 8, 2004.

Eckholm, Erik.〈在中國的牢房：一位喇嘛依然發揮影響〉 《紐約時報》 2003年2月23日。
Eckholm, Erik. "From a Chinese cell, a lama's influence remains undimmed." New York Times, February 23, 2003.

補充閱讀資料：中國
Supplementary Reading: China

Smith, Craig S.〈在中國為高度和成功而肢體犯險〉 《紐約時報》 2002年5月2日。
Smith, Craig S. "Risking limbs for height, and success, in China." New York Times, May 5, 2002.

Yardley, Jim.〈中國在賴斯到訪前釋放穆斯林婦女〉《紐約時報》2005年3月18日, A5。
Yardley, Jim. "China frees Muslim woman days ahead of Rice's visit." New York Times, March 18, 2005, A5.

補充閱讀資料：日本
Supplementary Reading: Japan

Onishi, Norimitsu.〈生在祖國的外國人〉《紐約時報》2005年4月2日。
Onishi, Norimitsu. "Born to be a foreigner in her motherland." New York Times, April 2, 2005.

補充閱讀資料：墨西哥
Supplementary Reading: Mexico

Thompson, Ginger. 〈拉丁土地不安地看著自己的膚色〉《紐約時報》2005年5月19日。
Thompson, Ginger. "Uneasily, a Latin land looks at its own complexion." New York Times, May 19, 2005.

補充閱讀資料：魁北省分離主義
Supplementary Reading: Quebec Separatism

Krauss, Clifford.〈魁北省尋求結束其長久的文化分離〉《紐約時報》2003年4月13日, A6。
Krauss, Clifford. "Quebec seeking to end its old cultural divide." New York Times, April 13, 2003, A6.

補充閱讀資料：庫爾德族
Supplementary Reading: Kurds

Zoepf, Katherine.〈數十年來不是人，敘利亞庫爾德人有望儘快得到承認〉《紐約時報》2005年4月28日。
Zoepf, Katherine. "After decades as nonpersons, Syrian Kurds may soon be recognized." New York Times, April 28, 2005.

補充閱讀資料：吉普賽
Supplementary Reading: Gypsies

Spritzer, Dinah A.〈常躲避於特殊學校內，吉普賽人在捷克法庭反擊〉《紐約時報》2005年4月27日, A19。
Spritzer, Dinah A. "Often shunted into special schools, Gypsies are fighting back in Czech court." New York Times, April 27, 2005, A19.

Wood, Nicholas.〈德國遣返吉普賽難民回科索沃〉《紐約時報》2005年5月19日。
Wood, Nicholas. "Germany sending Gypsy refugees back to Kosovo." New York Times, May 19, 2005.

補充閱讀資料：美洲本著
Supplementary Reading: Native Americans

Various.〈這只鴿子，三頭一尾〉 《紐約時報》 2005年3月6日, A26。
Various. "For this cooin, it's three heads and one tail." New York Times, March 6, 2005, A26.

Klinkenborg, Verlyn.〈（舊）野牛鎳幣〉《紐約時報》2005年3月6日, A12。
Klinkenborg, Verlyn. "The (old) buffalo nickel." New York Times, March 6, 2005, A12.

補充閱讀資料：性別／族群—種族認同／國族主義
Supplementary Reading: Gender/Ethno-racial Identity/Nationalism

Nelson, Diane. 〈永久的創造與分解：種族混合假設的身體，性別和欲望〉《拉美人類學期刊》4卷 1期(1998): 74-111。
Nelson, Diane. "Perpetual creation and decomposition: bodies, gender and desire in assumptions mestizaje." Journal of Latin American Anthropology 4, no. 1 (1998): 74-111.

Cadena, Marisol de la.〈種族和國家分析的含糊和矛盾〉《拉美人類學期刊》6卷 2期 (2001): 252-266。
Cadena, Marisol de la. "Ambiguity and Contradiction in the Analysis of Race and the State." Journal of Latin American Anthropology 6, no. 2 (2001): 252-266.

補充閱讀資料：生物學定義種族的問題
Supplementary Reading: The Question of Biologically Defined Race

Leroi, Armand Marie.〈每個基因的族譜〉《紐約時報》2005年3月14日。
Leroi, Armand Marie. "A family tree in every gene." New York Times, March 14, 2005.

Daly, Emma.〈DNA測試給學生帶來族群震驚〉《紐約時報》2005年5月13日, A18。
Daly, Emma. "DNA test gives students ethnic shocks." New York Times, May 13, 2005, A18.

補充閱讀資料：剖釋族群—種族
Supplementary Reading Ethno-Racial Profiling

Murphy, Dean E.〈引起猶太人、陪審團和死刑爭端的案件〉《紐約時報》2005年3月16日, A1。
Murphy, Dean E. "Case stirs fight on Jews, juries and execution." New York Times, March 16, 2005, A1.

補充閱讀資料：美國白人霸權社群
Supplementary Reading: White Supremacy Groups U.S.

Johnson, Kirk.〈白人力量組織的新戰術、工具和目標正在形成〉《紐約時報》2005年4月6日, A13。
Johnson, Kirk. "New Tactics, Tools and Goals are Emerging for White Power Organizations." New York Times, April 6, 2005, A13.

補充閱讀資料：族群衝突和暴力
Supplementary Reading: Ethnic Conflict and Violence

Eakin, Emily.〈民主的黑暗面：自由市場和選舉通常引發族群暴力〉《紐約時報》2004年1月31日。
Eakin, Emily. "On the dark side of democracy: often, free markets and elections lead to ethnic violence." New York Times, January 31, 2004.

補充閱讀資料：文化重建運動
Supplementary Reading: Cultural Recovery Movements

Merry, Sally.〈法律、文化和文化挪用〉《耶魯法律和人文學期刊》10卷2期 (1998): 575-603。
Merry, Sally. "Law, Culture, and Cultural Appropriation." Yale Journal of Law & the Humanities 10, no. 2 (1998): 575-603.

補充閱讀資料：種族概覽
Supplementary Reading: Ethnic Tourism

Bruner, Edward.〈Maasai河和獅子王〉《美國民族學者》28卷4期 (2001年11月): 881-908。
Bruner, Edward. "The Maasai and the Lion King." American Ethnologist 28, no. 4 (November 2001): 881-908.

補充閱讀資料：新自由主義
Supplementary Reading: Neoliberalism

Krugman, Paul.〈醜陋的美國銀行〉《紐約時報》2005年3月18日。
Krugman, Paul. "The Ugly American Bank." New York Times, March 18, 2005.

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各節課的閱讀資料
Readings by Class Session


Course readings.

課 課程單元 閱讀資料

1 族群與國家認同研究簡介：危機及其嚴重的因素
Introduction to the Study of Ethnic and National Identity: The Stakes, and Why the Stakes are So High  

2 族群認同I
Ethnic Identity I

開始：Gladney. 1-23頁。
Begin: Gladney. pp. 1-23.

Nagel. 3-13頁。
Nagel. pp. 3-13.

Eriksen, Thomas〈何謂族群性？〉《族群性與國族主義：人類學觀點》，London, UK: Pluto Press, 1993, 1-17頁. ISBN: 0745307019。
Eriksen, Thomas. "What is ethnicity?" In Ethnicity and Nationalism: Anthropological Perspectives. London, UK: Pluto Press, 1993, pp. 1-17. ISBN: 0745307019.

3 族群認同II
Ethnic Identity II

Gladney. 25-54頁。
Gladney. pp. 25-54.

Nagel. 19-33頁。
Nagel. pp. 19-33.

4 族群認同III：回族
Ethnic Identity III: The Hui

Gladney. 57-132頁。
Gladney. pp. 57-132.

5 國族與國族主義I
Nation and Nationalism I

Hobsbawm, Eric.〈導論：國族作為新鮮事〉《1780年以來的國族與國族主義：綱領、神話、現實》Cambridge,UK: Cambridge University Press, 1990, 1- 45頁. ISBN: 0521406781。
正體中譯：《民族與民族主義》李金梅譯，台北麥田，1997。
Hobsbawm, Eric. "Introduction: Nation as Novelty." In Nations and Nationalism since 1780: Programme, Myth, Reality. Cambridge, UK: Cambridge University Press, 1990, pp. 1- 45. ISBN: 0521406781.

6 國族與國族主義II
Nation and Nationalism II

Gladney. 135-176頁。
Gladney. pp. 135-176.

Clay, Jason.〈何為國族？最新想法〉《關於人們：當代文化人類學讀物》William A. Haviland和Robert J. Gordon編輯。Mountain View, CA: Mayfield Publishing Company, 1993, 221-222頁. ISBN: 1559341416. [最初發表在《Jones母親》15卷7期, 28-30頁]。
Clay, Jason. "What's a nation? latest thinking." In Talking About People: Readings in Contemporary Cultural Anthropology. Edited by William A. Haviland, and Robert J. Gordon. Mountain View, CA: Mayfield Publishing Company, 1993, pp. 221-222. ISBN: 1559341416. [Originally published in Mother Jones 15, no. 7, 28-30]

7 族群性，國家，國族
Ethnicity, State, Nation

Eriksen, Thomas〈國族主義〉《種族性與國族主義：人類學觀點》London, UK: Pluto Press, 1993, 97-120頁. ISBN: 0745307019。
Eriksen. "Nationalism." In Ethnicity and Nationalism: Anthropological Perspectives. London, UK: Pluto Press, 1993, pp. 97-120. ISBN: 0745307019.

Segal, Daniel與R. Handler〈國族主義是多麼歐洲的？〉《社會分析》第三十二期（1992年），1-15頁。
Segal, Daniel, and Richard Handler. "How European is nationalism?" Social Analysis 32 (1992): 1-15.


8 國家，國族，文化
State, Nation, Culture

Schein, Louisa〈後毛時期中國之膚色憔悴以及白膚政治〉《性別與性特徵讀本》Roger Lancaster與Micaela Di Leonardo編，New York, NY: Routledge, 1997, 473-486. ISBN: 0415910056。
Schein, Louisa. "The consumption of color and the politics of white skin in post-Mao China." In The Gender/Sexuality Reader. Edited by Roger Lancaster, and Micaela Di Leonardo. New York, NY: Routledge, 1997, 473-486. ISBN: 0415910056.

Gupta, Akhil和 James Ferguson.〈超越“文化”：空間、認同與差異的政治〉《文化人類學》七卷一期（1992年）6-23頁。
Gupta, Akhil, and James Ferguson. "Beyond 'culture': space, identity and the politics of difference." Cultural Anthropology 7, no. 1 (1992): 6-23.

Urla, Jacqueline〈競爭的現代性：語言標準化與一個古老現代的巴斯克文化之產生〉《人類學評論》十三卷二期（1993年）101-118頁。
Urla, Jacqueline. "Contesting modernities: Language standardization and the production of an ancient modern Basque culture." Critique of Anthropology 13, no. 2 (1993): 101-118.

9 文化：各種定義
Culture: Definitions

Wilson, Ara〈亞洲新娘的美國目錄〉《九零年代的人類學導讀》Johnnetta B. Cole編，New York, NY: Free Press, 1988, 114-124頁 (為本卷撰寫). ISBN: 0029064414。
Wilson, Ara. "American catalogues of Asian brides." In Anthropology for the Nineties, Introductory Readings. Edited by Johnnetta B. Cole. New York, NY: Free Press, 1988, pp. 114-124 (written for this volume). ISBN: 0029064414.

Harrison, Simon.〈作為神聖資源的認同〉《社會人類學》7卷3期 (1999): 239-251。
Harrison, Simon. "Identity as a scarce resource." Social Anthropology 7, no. 3 (1999): 239-251.

Nagel.〈構造文化〉和〈解構族群性〉43-54, 60-72頁。
Nagel. "Constructing culture," and "Deconstructing ethnicity." pp. 43-54, and 60-72.

10 族群／國家衝突
Ethnic/State Conflict

錄像：Aghion, Anne.《Gacaca社區法庭：再次在盧旺達一起生活》，2002。（55分鐘）
（註：影片全名Gacaca, Living Together Again in Rwanda）
Video: Aghion, Anne. Gacaca, 2002. (55 minutes)

Fadiman, Anne〈戰爭〉《麗亞的故事》（原書名《惡靈抓住你，你就跌倒：一個苗族女孩、她的美國醫生與兩種文化的碰撞》）第一版，New York, NY: Farrar, Straus and Giroux, 1997, 119-139頁. ISBN: 0374525641。
正體譯本：《麗亞的故事》湯麗明、劉建台譯，雙月書屋，2003年。
Fadiman, Anne. "War." In The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors and the Collision of Two Cultures. 1st ed. New York, NY: Farrar, Straus and Giroux, 1997, pp. 119-139. ISBN: 0374525641.

Eller, Jack.〈盧旺達和蒲隆地：兩個部落何時開戰？〉《從文化到族群性到衝突：國際族群衝突的人類學觀點》Ann Arbor, MI: University of Michigan Press, 2002, 195-241頁. ISBN: 0472085387。
Eller, Jack. "Rwanda and Burundi: When Two Tribes Go to War?" In From Culture to Ethnicity to Conflict: An Anthropological Perspective on International Ethnic Conflict. Ann Arbor, MI: University of Michigan Press, 2002, pp. 195-241. ISBN: 0472085387.

11 族群／國家衝突II
Ethnic/State Conflict II

錄像：《滅種屠殺：最極端的恐怖主義》
Video: Genocide: The Ultimate Terrorism.

Stephen, Lynn.〈土著“疑犯”的建造：南墨西哥人權濫用的軍事化和性別以及種族層面〉《美國人類學者》26卷4期 (2000): 822-842。
Stephen, Lynn. "The construction of indigenous 'suspects': militarization and the gendered and ethnic dimensions of human rights abuses in Southern Mexico." American Ethnologist 26, no. 4 (2000): 822-842.

Levi, Jerrold〈Raramuri部落隱藏的鈔本：墨西哥北部的文化、抵抗、與族群之間的關係〉《美國民族學者》二十六卷一期（1999年）90-113頁。
Levi, Jerrold. "Hidden transcripts among the Rarámuri: culture, resistance, and interethnic relations in northern Mexico." American Ethnologist 26, no. 1 (1999): 90-113.

12 種族I
Race I

Wade〈定義種族〉、〈現有的種族方法〉與〈種族化本質的歷史法〉，1-15頁、16-36頁與37-68頁。
Wade. "Defining race," "Existing approaches to race," and "Historicising racialized natures." pp. 1-15, 16-36, and 37-68.

13 種族II
Race II

Wade，〈基因與親屬：自然與文化的相互滲透〉、〈種族、自然、與文化〉與〈體現種族化的本質〉69-96、97-111與112-122頁。
Wade. "Genetics and kinship: the interpenetration of nature and culture," "Race, nature and culture," and "Embodying racialised natures." pp. 69-96, 97-111, and 112-122.


14 族群認同，國族主義與性別
Ethnic Identity, Nationalism and Gender

Cadena, Marisol de la.〈女性更像印地安人：鄰近庫斯科一社區的族群地位與性別〉《安地斯山區的族群性、市場與遷移：歷史與人類學的交會》Brooke Larson, Olivia Harris與Enrique Tandeter編，Durham, NC: Duke University Press, 1995, 329-348頁. ISBN: 0822316471。
Cadena, Marisol de la. "Women are more Indian: Ethnicity and gender in a community near Cuzco." In Ethnicity, Markets and Migration in the Andes: At the Crossroads of History and Anthropology. Edited by Brooke Larson, Olivia Harris, and Enrique Tandeter. Durham, NC: Duke University Press, 1995, pp. 329-348. ISBN: 0822316471.

Smith, Carol.〈瓜地馬拉的種族、階級和性別意識形態：現代和反現代形式〉《沒有地位的女性：代理的性別和國族的種族》Brackette Williams編輯。New York, NY: Routledge, 1996, 50-78頁。ISBN: 0415914973。
Smith, Carol. "Race, class, gender ideology in Guatemala: modern and anti-modern forms." In Women Out of Place: The Gender of Agency and the Race of Nationality. Edited by Brackette Williams. New York, NY: Routledge, 1996, pp. 50-78. ISBN: 0415914973.


15 種族認同，國家和性特徵
Ethnic Identity, State, and Sexuality

Nagel, Joane.〈性和國族主義：性別想像的社群〉《種族，族群性和性別特徵：親密交叉點，禁境》New York, NY: Oxford University Press, 2003, 140頁-176。ISBN: 0195127471。
Nagel, Joane. "Sex and nationalism: sexually imagined communities." In Race, Ethnicity and Sexuality: Intimate Intersections, Forbidden Frontiers. New York, NY: Oxford University Press, 2003, pp. 140-176. ISBN: 0195127471.

Stoler, Ann〈肉體知識與帝國權力：殖民亞洲的性別、種族與道德〉《知識十字路口的性別：後現代時代的女性主義人類學》Micaela Di Leonardo編，Berkeley, CA: University of California Press, 1991, 13-31頁。ISBN: 0520070933。
Stoler, Ann. "Carnal knowledge and imperial power, gender, race and morality in colonial Asia." In Gender at the Crossroads of Knowledge: Feminist Anthropology in the Postmodern Era. Edited by Micaela Di Leonardo. Berkeley, CA: University of California Press, 1991, pp. 13-31. ISBN: 0520070933.

Heng, Geraldine 與 Janadas Devan〈國家父權：新加坡的國族主義、性特徵與種族的政治〉《性別與性特徵讀本》Roger Lancaster與Micaela Di Leonardo編，New York, NY: Routledge, 1995, 107-121頁。ISBN: 0415910056。
Heng, Geraldine, and Janadas Devan. "State fatherhood: the politics of nationalism, sexuality, and race in Singapore." In The Gender/Sexuality Reader. Edited by Roger Lancaster, and Micaela Di Leonardo. New York, NY: Routledge, 1995, pp. 107-121. ISBN: 0415910056.

16 宗教，族群性，國族
Religion, Ethnicity, The Nation

Ong, Aihwa〈國家對上伊斯蘭教：馬來西亞的馬來家庭、女性身體以及身體政治〉《美國民族學家》十七卷二期（1990年），258-276頁。
Ong, Aihwa. "State versus Islam: Malay families, women's bodies, and the body politic in Malaysia." American Ethnologist 17, no. 2 (1990): 258-276.

Malarney, Shaun Kingsley〈國家功能主義”的限制以及當代北越葬禮儀式的重建〉《美國民族學家》第二十三卷第三期（1996年），540-561頁。
Malarney, Shaun Kingsley. "The limits of 'state functionalism' and the reconstruction of funerary ritual in contemporary northern Vietnam." American Ethnologist 23, no. 3 (1996): 540-561.


17 語言，文化，族群性
Language, Culture, Ethnicity

Stavenhagen, Rodolfo.〈語言和社會認同〉《關於人們：當代文化人類學讀物》William A. Haviland和 Robert J. Gordon編。Mountain View, CA: Mayfield Publishing Company, 1993. 41-43. ISBN: 1559341416. [最初發表於聯合國《工作進行》13卷2期 (1990年12月)]。
Stavenhagen, Rodolfo. "Language and social identity." In Talking About People: Readings in Contemporary Cultural Anthropology. Edited by William A. Haviland, and Robert J. Gordon. Mountain View, CA: Mayfield Publishing Company, 1993. 41-43. ISBN: 1559341416. [Originally published in United Nations. Work in Progress 13, no. 2 (December 1990)]

Whiteley, Peter.〈語言權有助於本土利益嗎？Hopi和其他質疑〉，《美國人類學者》105卷4期(2003): 712-722。
Whiteley, Peter. "Do 'language rights' serve indigenous interests? Some Hopi and other queries." American Anthropologist 105, no. 4 (2003): 712-722.

Hill, Jane.〈語言，種族和白人公共空間〉 《美國人類學者》 100卷, 3期(1999): 680-689。
Hill, Jane. "Language, race, and white public space." American Anthropologist 100, no. 3 (1999): 680-689.

18 國家，文化，國族
State, Culture, Nation

Handler, Richard〈擁有一種文化：國族主義與魁北克文化資產的保存〉《文物及其他：博物館與物質文化論文選》George W. Stocking, Jr.編，WI: University of Wisconsin Press, 1985, 192-215頁. ISBN: 029910320X。
Handler, Richard. "On having a culture: nationalism and the preservation of Quebec's patrimoine." In Objects and Others: Essays on Museums and Material Culture. Edited by George W. Stocking, Jr. Madison, WI: University of Wisconsin Press, 1985, pp. 192-215. ISBN: 029910320X.

Malkki, Liisa.〈國族地理學：人民的根源與學者和難民的國族認同領域化〉《文化人類學》第七卷第一期（1992年）24-44頁。
Malkki, Liisa. "National geographic: the rooting of peoples and the territorialization of national identity among scholars and refugees." Cultural Anthropology 7, no. 1 (1992): 24-44.

19 文化重建
Culture Recovery

Nagel.〈美國印地安人口成長：印地安族群認同化的變遷模式〉與〈美洲印地安族群性政治：解答印地安族群性再起之困惑〉83-105、113-141頁。
Nagel. "American Indian population growth: changing patterns of Indian ethnic identification," and "The politics of American Indian ethnicity: solving the puzzle of Indian ethnic resurgence." pp. 83-105, and 113-141.

20 文化：挪有，繼承，“販賣文化”
Culture: Appropriations, Heritage, "Selling Culture"

錄像：《白人巫醫與塑膠醫者》
Video: White Shamans and Plastic Medicine Men.

Nagel.〈紅色力量：再造認同和文化〉，〈更新文化和社群〉，158-178和187-205頁。
Nagel. "Red Power: reforging identity and culture," and "Renewing culture and community." pp. 158-178, and 187-205.

21 人權，集體權利
Human Rights, Collective Rights

Messer, Ellen.〈在有和沒有人權的世界是的人類學者〉《奇異不再：前線人類學》Jeremy MacClancy編輯。Chicago, IL: University of Chicago Press, 2002, 319-334頁. ISBN: 0226500136。
Messer, Ellen. "Anthropologists in a world with and without human rights." In Exotic No More: Anthropology on the Front Lines. Edited by Jeremy MacClancy. Chicago, IL: University of Chicago Press, 2002, pp. 319-334. ISBN: 0226500136.

Schirmer, Jennifer.〈瓜地馬拉軍隊搶劫民主論述：對人權的含義〉《構建民主：拉美的人權、公民身份和社會》Elizabeth Jelin和Eric Hershberg編輯。Boulder, CO: Westview Press, 1996, 85-97頁。ISBN: 0813324394。
Schirmer, Jennifer. "The looting of democratic discourse by the Guatemalan military: implications for human rights." In Constructing Democracy: Human Rights, Citizenship, and Society in Latin America. Edited by Elizabeth Jelin, and Eric Hershberg. Boulder, CO: Westview Press, 1996, pp. 85-97. ISBN: 0813324394.

Nagel.〈重建聯邦印第安政策：從終止到自決〉和〈美洲印第安族群性的問題〉213-228和234-248頁。
Nagel. "Reconstructing federal Indian policy: from termination to self-determination," and "The problematics of American Indian ethnicity." pp. 213-228, and 234-248.

22 新社會運動：原住民運動
New Social Movements: The Indigenous Movement

錄像：《被竊取的世代：屠殺與原住民》
Video: Stolen Generations: Genocide and the Aborigines.

Warren, Kay與Jean Jackson〈導論：拉丁美洲原住民行動主義之研究〉《拉丁美洲的原住民運動、自我表現與國家》Austin, TX: University of Texas Press, 2002, 1-46頁。ISBN: 0292791410。
Warren, Kay, and Jean Jackson, eds. "Introduction: studying indigenous activism in Latin America." In Indigenous Movements, Self-Representation, and the State in Latin America. Austin, TX: University of Texas Press, 2002, pp. 1-46. ISBN: 0292791410.

23 跨國主義，全球化與文化
Transnationalism, Globalization and Culture

Appadurai, Arjun. 〈全球文化經濟中的斷裂與差異〉 《公共文化》 2卷2期 (1991): 1-24。
Appadurai, Arjun. "Disjuncture and difference in the global cultural economy." Public Culture 2, no. 2 (1991): 1-24.

Verdery, Katherine.〈跨國主義，國族主義，公民身份和所有權：1989年以來的東歐〉《美國民族學者》25卷2期 (1998): 291-306。
Verdery, Katherine. "Transnationalism, nationalism, citizenship, and property: Eastern Europe since 1989." American Ethnologist 25, no. 2 (1998): 291-306.


24 總結
Summing Up
錄像：《主宰的種族》
Video: The Master Race.

Trouillot, Michel-Rolph. 〈人類學與野蠻的蹤跡〉《奪回人類學：工作在當下》Richard Fox編輯。Santa Fe, NM: School of American Research Press, 1991, 17-44頁. ISBN: 0933452780。
Trouillot, Michel-Rolph. "Anthropology and the savage slot." In Recapturing Anthropology: Working in the Present. Edited by Richard Fox. Santa Fe, NM: School of American Research Press, 1991, pp. 17-44. ISBN: 0933452780.

Tania, Li.〈在印尼表白本土認同：資源政治和部落群〉《社會和歷史比較研究》42卷1期 (2000): 149-179。
Tania, Li. "Articulating indigenous identity in Indonesia: resource politics and the tribal slot." Comparative Study of Society and History 42, no. 1 (2000): 149-179.


25 學生報告
Student Reports

Lewis, Herbert. 〈以色列猶太人的族群性：意識形態，政策和成果〉《族群性與國家》Judith Toland編輯。New Brunswick, NJ: Transaction Publishers, 1993, 201-29頁。ISBN: 156000617X。
Lewis, Herbert. "Jewish ethnicity in Israel: ideologies, policies, and outcomes." In Ethnicity and the State. Edited by Judith Toland. New Brunswick, NJ: Transaction Publishers, 1993, pp. 201-29. ISBN: 156000617X.

El-Haj, Abu.〈闡釋真相：國族主義，考古學實踐和當代耶路撒冷古今的再形成〉《美國民族學者》25卷2期 (1998): 166-188。
El-Haj, Abu. "Translating truths: Nationalism, the practice of archaeology, and the remaking of past and present in contemporary Jerusalem." American Ethnologist 25, no. 2 (1998): 166-188.


26 學生報告（續）
Student Reports (cont.)

錄像：沒有適當程序：日籍美國人與二戰。
Video: Without Due Process: Japanese Americans and World War II.

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課堂講稿


課課程單元1族群與國家認同研究簡介：危機及其嚴重的因素 (PDF)
Introduction to The Study of Ethnic and National Identity: The Stakes, and Why the Stakes are So High (PDF)2族群認同I (PDF)
Ethnic Identity I (PDF)3族群認同II (PDF)
Ethnic Identity II (PDF)4族群認同III：回族 (PDF)
Ethnic Identity III: The Hui (PDF)5-6國族與國族主義I，國族與國族主義II (PDF)
Nation and Nationalism I, Nation and Nationalism II (PDF)7族群性，國家，國族 (PDF)
Ethnicity, State, Nation (PDF)8國家，國族，文化 (PDF)
State, Nation, Culture (PDF)9文化：各種定義 (PDF)
Culture: Definitions (PDF)10族群／國家衝突 (PDF)
Ethnic/State Conflict (PDF)11族群／國家衝突II (PDF)
Ethnic/State Conflict II (PDF)12-13種族I, 種族II (PDF)
Race I, Race II (PDF)14族群認同，國族主義與性別 (PDF)
Ethnic Identity, Nationalism and Gender (PDF)15種族認同，國家和性特徵 (PDF)
Ethnic Identity, State, and Sexuality (PDF)16宗教，族群性，國族 (PDF)
Religion, Ethnicity, The Nation (PDF)17語言，文化，族群性 (PDF)
Language, Culture, Ethnicity (PDF)18國家，文化，國族
State, Culture, Nation19文化重建
Culture Recovery20文化：挪有，繼承，“販賣文化” (PDF)
Culture: Appropriations, Heritage, "Selling Culture" (PDF)21人權，集體權利 (PDF)
Human Rights, Collective Rights (PDF)22新社會運動：原住民運動 (PDF)
New Social Movements: The Indigenous Movement (PDF)23跨國主義，全球化與文化 (PDF)
Transnationalism, Globalization and Culture (PDF)24總結
Summing Up25學生報告
Student Reports26學生報告（續）
Student Reports (cont.)

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作業


第一次論文作業 (PDF)
First Paper Assignment (PDF)

第二次論文作業 (PDF)
Second Paper Assignment (PDF)

對第二次論文作業的建議 (PDF)
Suggestions for Second Paper Assignment (PDF)

第三次論文作業 (PDF)
Third Paper Assignment (PDF)

對書面作業有幫助的幾點 (PDF)
Helpful Points for Written Assignments (PDF)

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研習資料

由Joshua Cohen提供，1999

撰寫論文的一些拇指法則

這是一些寫論文的指導建議。請在撰寫第一篇論文前仔細閱讀。

在文章啟開始（或接近開始）表明文章主題：即在開頭段落。比如「我爭辯認為……」是不錯的寫法。


要集中。論文應批判性評價我們討論過的某一理論的某重要方面。在評價這理論前，需要描述你要談到的理論的相關方面內容。但是請勿試圖給出空泛的理論概述，而是以某些問題引領你的闡述，使文章生動。例如，你寫關於John Rawls的〈不同的原則〉，不應描述他的理論的原先立場，應限制於可即時適用Rawls解釋公平分配的觀點。其他的都使人分心。


認真嚴肅思考你討論的觀點。我們讀到的政治哲學家不是笨蛋。如果你描述他們的觀點相關部分，發現你推論他們的觀點很荒唐，那就假定你誤讀了。（或許你沒誤讀，但把“誤讀”作為默認狀態。）特別是，要問問自己你批評的哲學家會怎樣回應你的評論。試著「進入」討論的概念；逐漸認識它的內部完整性，看看你是否明白別人（當然不是傻瓜或反社會的人）會為什麼持有這些觀點。我們讀到的書籍和文章是智者長期深思熟慮的成果。作者經常將草稿分發給其他智者，然後試圖集合對收到反對意見的回應。結果並不意味著他們的觀點是正確或真正的連貫，或精細。但有一點是肯定的，他們的深度和連貫性比第一次閱讀留意到的要多要深。


不要含糊泛泛而談：「Rawls的正義理論是人類長期追求理想社會的新近最重要貢獻。」「從柏拉圖以還，哲學家尋求正義的涵義。」「幾千年來，人類都在追尋真理。」「哲學植根於理性，不是修辭。」這樣的評述毫無意義；實際上這削弱了文章力度，因為偏離主題，並且暗示作者試圖湊字數。請有話直說。


表意清楚。這一點說易行難。但你可以先走第一步：寫短句，避免整頁長的段落，並且注意過渡訊號。執行上：如果句子超過（假設說）5行，試著拆開；如果段落超過20行，試著拆開；如果文章的章節看起來與上一部分不連貫，用一到兩句話作為連結的組織。另外，儘量簡潔。寫作的哲理不在於精心雕琢的表達，深奧艱澀的詞句，華麗的散文語言，標新立異，或正常語序的錯亂倒置。你的文章應該靠所闡釋的思想觀點吸引讀者，不是靠你闡釋時使用的詞句。


注入一些不同的風格。例如，不要每句話都以主語開頭。另外，避免使用被動語態：「輪子是由Joe發明的。」 為什麼不寫成：「Joe發明輪子」？不要使用過多「它是 It is……」或「那是There is……」作句子開頭，雖然有時這些結構是合適，但過度使用會使文章呆滯。


論證觀點。當你把觀點歸屬於某人，要指出相關段落以證明，但不需引文。一般情況下，你應該只引用對論文很重要的段落（例如，這段話是之後許多觀點論證中會反復提到），或是你認為對哲學家是否確實持有你歸屬是他的觀點存在爭議。不要交一篇滿是引文堆砌出來的論文。


完成論文後大聲朗讀出來。如果聽起來不對，那就是寫得不好。
應用這些簡明規則，在完成初稿後，你需要花時間編輯。這絕對是值得的。這樣的話，你的課程論文總會比較好，最後你會一邊寫作，一邊編輯。


--------------------------------------------------------------------------------


Courtesy of Joshua Cohen, 1999

Some Rules of Thumb for Writing Papers

Here are a few suggestions about writing papers. Please read through them before you write the first paper.

State the main thesis of your paper at (or near) the beginning: say, in the first paragraph. It is not bad to say something like: "I will argue that...."


Stay focused. Your papers should critically assess some important aspect of one of the theories we have been discussing. Before you get to the evaluation you will need to describe the relevant aspect(s) of the theory you are assessing. But do not try to provide a comprehensive overview of the theory. Instead, guide your presentation by the particular problems that animate your paper. For example, if you are writing on John Rawls's "difference principle," you should not try to sketch his theory of the original position and the argument for the principle within the original position. Confine yourself to the aspects of Rawls's view that are of immediate relevance to his account of fair distribution. Anything else will be a distraction.


Take the views you are discussing seriously. The political philosophers we are reading are not fools. If, as you describe the relevant parts of their views, you find yourself attributing foolish views to them, assume you have misinterpreted. (Perhaps you have not. But treat "misinterpretation" as the default setting.) Specifically, ask yourself how the philosopher you are criticizing would respond to your criticism. Try to get "inside" the conception you are discussing; develop a sense of its internal integrity, and see if you are able to understand how someone (other than a moron or a sociopath) might have come to hold the views in question. The books and articles we are reading are the product of sustained reflection, over a long period, by very smart people. The authors often distributed drafts of their manuscripts to other smart people, and then tried to incorporate responses to the objections they received. The result is not that their views are right, or genuinely coherent, or nice. But you can be sure that they have greater depth and coherence than one notices on first reading.


No vague and sweeping generalities: "Rawls's theory of justice is the most important recent contribution to the perennial human search for the ideal society." "Since Plato, philosophers have sought out the meaning of justice." "For thousands of years, human beings have searched for truth." "Philosophy is based on reason, not rhetoric." Such remarks add nothing; indeed, they subtract by distracting from the issues at hand. Moreover, they suggest that the writer is looking for a way to fill pages. Just get right to the point.


Write clearly. That's easier said than done. But you can make a first step by writing short sentences, avoiding page-long paragraphs, and being careful to signal transitions. Operationally: If a sentence goes on for more than (say) 5 lines, find a way to divide it up; if a paragraph goes on for more than 20 lines, find a way to divide it up; if one section of a paper seems disconnected from the previous one, put in a sentence or two of connective tissue. Moreover, put things as simply as you can. Writing philosophy does not require elaborate formulations, esoteric words, purple prose, neologisms, or inversions of the natural order of words. Your writing should draw the attention of readers to the ideas you wish to express, not to the words you have chosen to express those ideas.


Include some stylistic variety. For example, do not start every sentence with the subject. Moreover, stay away from passive constructions: instead of "The wheel was invented by Joe," why not: "Joe invented the wheel." And don't have too many sentences that begin "It is..." or "There is...." Though such constructions are sometimes appropriate, overusing them slows things down.


Support assertions. When you attribute views to the person whose ideas you are addressing, indicate the evidence for the attribution by noting relevant passages. But you need not include quotations. As a general matter, you should only quote a passage if the passage plays an important role in the paper (say, it is a passage that you will want to be able to refer back to at various points in the argument), or if you think that there is some controversy about whether the philosopher actually held the view that you are attributing to him or her. Do not submit a paper that strings together lots of quotations.


When you finish writing, read your paper out loud. If it does not sound right, it will not read right.
Applying these rules of thumb will require that you spend some time editing your papers after writing a first draft. But the additional time will be worth it. Your papers for this course will be better than they would otherwise be, and you will eventually start to edit as you write.

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討論群組


對「課程21A.226：族群與國家認同」這門課有興趣的教育家、學生和自學者們，歡迎來和其他應用這個教材學習或教課的人在這個討論群組上互動。
這個服務是由麻省理工學院開放式課程提供，由猶他州立大學教育科技系的「開放持續學習機會研究群」所管理。世界各地的獨立學員可以互相連繫、協同合作、組織學習小組，及就利用麻省理工「開放式課程網頁」教材資源於他們正規或非正規教育學習時得到支援。

「開放式學習支援網」(Open Learning Support, 簡稱OLS)是一個著眼著眼於建立「社群軟體」的研究計劃，讓非正規學習社群利用現存公開的教材而組織起來。OLS基本前提是完整的教育機會必須讓使用者能夠與能解答其問題或提供支援的其他人建立起溝通管道。贊助者一般只能提供免費開放的網頁教材，但很難提供這樣的社群管道。社群支援必須由其他使用者提供。因此，OLS是：

• 在麻省理工「開放式課程網頁」以外獨立運作的。
  
  
• 需要使用者註冊並登入才能參與的。
  
  
• 並不頒授任何學位或文憑的計劃。
  
  
• 不提供與麻省理工或猶他州立大學教職人員直接連繫的管道。
  
• 
  

馬上來本課程《21A.226 族群與國家認同》的討論群組看看吧。

「開放式學習支援網」是由The William and Flora Hewlett 基金會贊助提供。

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下載課程


為了離線或窄頻使用者，「麻省理工開放式課程」免費提供了完整的課程檔案下載。「麻省理工開放式課程」永遠是免費開放的電子出版品，你的捐款將可以讓我們維持更高的出版品質，及提供免費下載.ZIP檔案。請閱讀本頁以了解如何在經濟上支援我們。「麻省理工開放式課程」檔案下載的文件內容與課程網頁版本相同，讓你在本機上就可以瀏覽OCW課程材料。


課程下載






下載課程的方法

• 點擊上方的連結來並開始下載 .ZIP 檔案。
  
• 使用解壓縮軟體，像是WinZip或StuffIt來開啟.ZIP檔。解壓縮後，請依「麻省理工開放式課程」各課程內容需求，選用相應軟體來處理課程內容。你所下載的各課程首頁會列出所需軟體。
  
• 完成後，.ZIP即被下載並存放在你的電腦上。若已安裝解壓縮軟體，即可依軟體指示在電腦上開啟並將.ZIP檔案解開。
  

尋找並使用課程內容
開啟.ZIP並解壓縮後，就可使用瀏覽器開啟「麻省理工開放式課程」的html網頁。解壓後根目錄下的 Welcome.htm 檔案會將你導向該課程首頁。

.ZIP檔案中的課程內容與「麻省理工開放式課程」所出版的材料一樣，必需依照創作共享理念授權同意書規範。   常見問答集

• 下載一門課要多久？
  麻省理工開放式課程的.ZIP檔案大小約介於 1MB 到 100MB間，多為 25MB-30MB。下載.ZIP檔案時可能佔用您一些時間，所需時間依您網路的連線速度而定。
• 為什麼.ZIP檔案裏少了某些課程材料，像是影片課程或模擬媒體？
  像是影片、Java Applet等材料，以及一些沒有直接放在「麻省理工開放式課程」伺服主機上的特殊內容，在.ZIP裏亦不直接收錄，而是以連結的形式提供。你可以瀏覽內容網頁來下載這些影音檔案，請閱讀開放式系統說明網頁的我能夠把RealPlayer的影像檔案儲存到我的硬碟嗎？
• 如果下載課程時發生問題，我該找誰？
  
  請寄信到 意見反應信箱或ocw@mit.edu。

课程首页

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麻省理工學院「開放式課程網頁」授權規範版本 1.0

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levi

太性感了，很不错啊

后溪男孩

？

龙门扶风

哇，好东西啊~~~~