Type of Credit: Elective
Credit(s)
Number of Students
The course provides a comprehensive examination on major security issues in Asia-Pacific. The course begins with a broad overview of security environment in the region and is followed by discussions of major security issues. Greater discussions will be practiced in the course by assigning students to certain states or roles and encouraging them to make decisions during security crisis.
能力項目說明
級分說明 Score Description:
1關聯性最弱，2關聯性稍弱，3關聯性中等，4關聯性稍強，5關聯性最強。(1-5非百分比，而是Rank)1 indicates weakest relevance, 2 indicates slightly weaker relevance, 3 indicates moderate relevance, 4 indicates slightly stronger relevance, and 5 indicates strongest relevance. (1-5 does not represent a certain percentage but indicates the rank).
| 課程屬性項目Course Characteristics Items | 級分(1~5)Ranking | 說明Description |
|---|---|---|
| 課程教學內容涉及學生人文關懷素養與態度之培養。 The course contents include the development of students' abilities and appreciation for humanistic care. | ||
| 課程教學包含不同學門、領域之內容。 The courses include contents from different disciplines and fields. | ||
| 課程教學內容涉及社會參與、服務等。 The course contents include social engagement and services. | ||
| 係統整與深化學生歷年所學，並運用於實務操作與討論，藉以檢視和評估學生的整體學習成效。 The courses are designed to integrate and intensify students' academic results from previous years and apply them in practice and discussions for the purpose of reviewing and evaluating the overall effectiveness of students' learning. | ||
| 課程主軸明確探討永續性之統整概念及/或聯合國永續發展目標及/或「生態」與「社會/文化/經濟」系統之間的相互依賴性。關聯度級分請點選連結說明。 A unit of instruction that has a primary and explicit focus on the integrated concept of sustainability, and/or UN Sustainable Development Goals, and/or the interdependence of ecological and social/cultural/economic systems. Please refer to the link of relevance score. | ||
| 課程內容旨在教授媒體、網路相關專業資訊之真偽辨別與判讀能力。 The course would provide skills to evaluate the quality of information found on the media and the Internet. | ||
| 將 AI 知能運用融入課程，引導師生與 AI 共學、協作，多元培養學生 AI 素養。 Integrate the application of AI knowledge into the curriculum, lead teachers and students to learn and collaborate with AI, and cultivate students' AI literacy. |
|
Week |
Topic |
Content and Reading Assignment |
Teaching Activities and Homework |
|
W1, September 7 |
Introduction to the class |
Introducing the class and objectives and background of the region David Shambaugh, (2014) “International Relations in Asia: A multidimensional analysis,” in David Shambaugh and Michael Yahuda, eds. International Relations of Asia, 2nd ed. Chapter 1,2 and 3. Lanham & Boulder: Rowman and Littlefield. |
Lecture and Class discussion |
|
W2, September 14 |
Shaping of APAC Security-1 |
Korean War to Indo-China War: Decolonization and Bipolarization
|
Lecture and Class discussion |
|
W3, September 21 |
Shaping of APAC Security: 2 |
From 2nd Indo-China War to Tiananmen Square: End of Cold War and Rise of Globalization
b. Hughes, Christopher W. (2001), ‘Conceptualizing the globalization-security nexus in the Asia-Pacific’, Security Dialogue, Vol. 32 (4). |
Lecture and Class discussion |
|
W4, September 28 |
University Day Off |
||
|
W5, October 5 |
Theories of Conflict and Security in the APAC-1 |
Structural Realism
b. Acharya, Amitav (2008) "Theoretical Perspectives on International Relations in Asia." In International Relations of Asia, edited by David Shambaugh and Michael Yahuda, 57‐82. Plymouth: Rowman & Littlefield |
Lecture and Class discussion |
|
W6, October 12 |
Theories of Conflict and Security in the APAC-2 |
Liberalism and Constructivism
b. Friedberg, Aaron, (2005) ‘The future of US-China relations: is conflict inevitable?’, International Security, Vol. 30 (2).
|
Lecture and Class discussion |
|
W7, October 19 |
Theories of Conflict and Security in the APAC-3 |
Critical Security, Human Security
b. Burke, Anthony, (2007) “What makes security possible: some thoughts on Critical Security Studies” Department of International Relations Working Paper, Australian National University, Available at: http://rspas.anu.edu.au/ir/pubs/work_papers/07-1.pdf |
Lecture and Class discussion |
|
W8, October 26 |
University Day Off |
||
|
W9, November 2 |
Documentary/Guest Lecture |
||
|
W10, November 9 |
Asian Countries: 1 |
Is China is having a Peaceful Rise?
c. Schweller, Randall L., and Xiaoyu Pu. (2011). After Unipolarity: China's Visions of International Order in Era of U.S. Decline. International Security 36 (1) |
Lecture and Class discussion |
|
W11, November 16 |
Asian Countries: 2 |
India: Friend to the world? Possible Guest Lecture |
Lecture and Class discussion |
|
W12, November 23 |
South China Sea |
Territorial Disputes and Security
b. Gill, Bates (2007) “Rising Star: China’s New Security Diplomacy”, Washington DC, Brookings Institution Press |
Lecture and Class discussion |
|
W13, November 30 |
Major Powers in Asia |
U.S and other Military Power and Regional Partners a) Sutter, Robert. (2008). "The United States in Asia: Challenged but Durable Leadership." In International Relations of Asia, eds. David Shambaugh and Micheal Yahuda. Lanham: Rowman & Littlefield Publishers. 85‐103. b) Ikenberry, G. John. (2008) "The Political Foundations of American Relations with East Asia." In The United States and Northeast Asia: Debates, Issues, and New Order, eds. G. John Ikenberry and Chung‐in Moon. Lanham: Rowman & Littlefield Publishers. 19‐37. c) Jeremy Patiel. (2016) “Resolute Ambivalence: Canada’s Strategy toward China and Asia Pacific” Canadian Foreign Policy Journal. 22 (1) |
Lecture and Class discussion |
|
W14, December 7 |
Multilateral Groups and Nuclear Arms Race |
Can Quad be a reality? And Nuclear Proliferation and Arms Race
c. Buchman, Patrick Gerard (2020), “Defining the Diamond: The Past, Present, and Future of the Quadrilateral Security Dialogue” Center for Strategic and International Studies. Available at https://www.csis.org/analysis/defining-diamond-past-present-and-future-quadrilateral-security-dialogue |
Lecture and Class discussion |
|
W15, December 14 |
Simulation-1 |
Simulation Exercise 1 |
Lecture and Class discussion |
|
W16, December 21 |
Simulation-2 |
Simulation Exercise 2 |
Lecture and Class discussion |
|
Participation and Discussion |
20% |
|
Class Presentation and Report |
20% |
|
Simulation Exercise |
20% |
|
Final Exam |
40% |
級分說明 Score Description:
0：無關聯，課程內容、活動及評量均未涉及。| 課程AI能力項目Course–AI Competency Items | 級分(0~5)Ranking | 說明Description |
|---|---|---|
| 本課程培養學生依專業或學習需求，理解、選用及運用AI工具，進行資訊整理、資料產出、提問與自主學習的程度。 This course develops students'ability to understand, select, and use AI tools according to their disciplinary or learning needs for information organization, data or content generation, inquiry, and self-directed learning. | ||
| 本課程培養學生遵循學術誠信、智慧財產權、個人資料及相關倫理規範，並辨識AI偏誤、錯誤資訊與資安風險的程度。 This course develops students’ ability to comply with academic integrity, intellectual property, personal data protection, and relevant ethical requirements, as well as to identify AI bias, misinformation, and cybersecurity risks. | ||
| 本課程培養學生運用AI分析問題、整合專業知識、優化流程，並透過人機協作提出、驗證及修正解決方案的程度。 This course develops students’ ability to use AI to analyze problems, integrate disciplinary knowledge, optimize processes, and propose, validate, and refine solutions through human–AI collaboration. | ||
| 本課程培養學生自主判斷、承擔責任、溝通協作、同理關懷、多元思考及創意實踐等以人為本能力的程度。 This course develops students’ human-centered competencies, including independent judgment, accountability, communication and collaboration, empathy and care, diverse perspectives, and creative practice. |