「生命历程分析联结鉅观与微观」授课大纲.docVIP

「生命歷程分析:聯結鉅觀與微觀」授課大綱 社會學系碩士班 Time: 1:40 - 4:30 p.m., Thur. Room: LW113 授課教師: 翁志遠Office: SL 485 (02–2905-2765)Email: chihyuanweng@Office hours by appointment only A.課程主旨及目標本研究生層級的課程主要在於提升同學以社會學式的思考來評估個人生命史的能力,也就是思考生命史作為一種社會結構,是由連續不斷的社會過程所構成;換言之,生命史是來自於老齡化過程與社會脈絡變遷的匯流,隨著時間的演進而不斷變化。 本課程將致力於使同學熟悉社會學的生命歷程典範中所涵括的理論,方法及實質研究主題。。。。。。。。。。。。。。contingent way)限制與促成老齡化的不同模式。B.課程要求本課程係以研討會形式加以組織,授課者會提供當週閱讀材料的簡單概述,而主要的教授過程則是透過同學們針對閱讀材料的討論,報告,及對話完成。學期成績將基於以下三項要求: 引導課堂討論 (30%)。。。(20%)。。。(50%)。。。。。 *註:同學若欲進行次級資料分析,國外的資料取得可以透過密西根大學的網站(University of Michigan’s Inter-University Consortium for Political and Social Research : )國內的資料則可以參考中研院的學術研究調查資料庫(.tw/)).課程主題進度規劃(暫定) Overture: 課程簡介 Billari, Francesco C. 2009. “The life course is coming of age.” Advances in Life Course Research 14: 83–86. I. Introduction to the Life Course Paradigm Topic 1: Border Skirmishes: With its lineage in social psychology, what a sociological account of life course patterns was and was not? Baltes, P. B. 1987. “Theoretical propositions of life-span developmental psychology: on the dynamics between growth and decline.” Developmental Psychology 23, 611-626. Dannefer, D. 1984. “Adult development and social theory: a paradigmatic reappraisal.” American Sociological Review 49: 100-116, and subsequent commentary. Baltes, P. B. J. R. Nesselroade. 1984. “Paradigm lost and paradigm regained: Critique of Dannefer’s portrayal of life-span developmental psychology.” American Sociological Review 49: 841-847. Dale Dannefer. 1984. “The role of the social in life-span developmental psychology, past and future: Rejoinder to Baltes and Nesselroade.” American Sociological Review 49: 847-850. Mayer, Karl U. 2003. The sociology of the life course and life-span psychology: diverging or converging pathways? Pp. 463-481 in U. Staudinger U. Lindenberger (Eds.) Understanding human development: Dialogues with life-span psychology. Boston: Kluwer Academic. Diewald, Martin and Karl Ulrich Mayer. 2009. “The sociology of the life c