請用此 Handle URI 來引用此文件：
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| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 闕河嘉 | |
| dc.contributor.author | Kuan-Ming Su | en |
| dc.contributor.author | 蘇冠銘 | zh_TW |
| dc.date.accessioned | 2021-06-13T07:51:18Z | - |
| dc.date.available | 2005-07-26 | |
| dc.date.copyright | 2005-07-26 | |
| dc.date.issued | 2005 | |
| dc.date.submitted | 2005-07-25 | |
| dc.identifier.citation | Adams, P. C. (1998). Network topologies and virtual place. Annals of the Association of American Geographers, 88(1), 88-106.
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| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/36097 | - |
| dc.description.abstract | 本論文假設傳播科技融入大學生活後，這些生活經驗會使學校的成員同化為與科技結合的賽博歐格(cyborg)。因此，本文以Donna Haraway的〈賽博歐格宣言〉(cyborg manifesto)為基礎，去檢視校園科技為學校帶來的影響，從中去描繪人類與科技密切互動下的大學生活，並去探索虛實交置下那種不穩定的主體。
賽博歐格在Haraway的定義中是一種機器(machine)和有機體(organism)的混雜體(hybrid)，因此可將其視為人類與科技複合的一種樣貌。電話、電腦、網路等傳播科技與人類的密切互動，便為「人類」的概念提出重新界定的必要，因為我們不再是純粹生物構成的人，而是與科技合而為「一」的賽博歐格。 電腦與網路這些新科技不單只是以中央運算單元(CPU)為核心所組成的高速計算機，更造就多層語言系統所構築的符號場域。從僅供電腦辨識的低階程式語言，到人類可以解讀撰寫的高階程式語言，再從命令列到文書處理器中的普通文字，正是由這幾種語言符號的疊床架屋而構成虛擬空間。而當人們進入由電腦、數據機和光纖電纜組成的網路世界後，便化身為這些語言或符號所表徵的物體，不再有固定的位置，不再處於現實世界中某個固定的物理地點，而隨著境遇的不確定而相應地一再重建。當今的大學校園便具有許多介面，使教職員與學生們進入這種多層語言系統的符號場域，化身為某些語言符號所表徵的物體。 然而賽博空間中的主體始終是漂浮的，不像在現實生活中起碼還具備一個可停泊的身體，但即便是這個身體，在先進的外科手術下，也成為一個個能夠被分割替換的元件組合體，使得人與科技能夠以矛盾的方式相互結合。Haraway便藉著超本文式的賽博歐格書寫，超越現代性中各種身分認同彼此矛盾衝突的困境，並重建一個多重、差異、多元的後現代主體：一個主客體及主體間邊界模糊、虛擬與真實交織，並具備後現代破碎、不確定及多重自我的混合主體。透過這些諷刺、矛盾的並置，去瓦解原有的秩序，創造並建構一個全新的空間。運用到校園當中，這意味著學校中既有的關聯性將會改變，亦即師生間的關係、學生的學習過程等將會以不同的方式呈現。原有的上下階層的線性關係，會因為超本文這種電子書寫模式而以另外的秩序表現。 於是，網路書寫最大的意義，便在於讓這種後現代主體在虛擬真實的賽博空間成為現實，促使主客體界限和主體間界限的消解和交織，推動主體成為賽博歐格。雖說笛卡兒式主體在主客體二元對立的世界中佔著支配地位，但網路書寫卻消解了這種現代主體的中心位置，反倒將自我分散到世界中，進一步導致自我與電腦、自我與網路的結合，因而重構了自我本身。透過網路上的各種書寫模式(互動模式)，將其調整組合後便能夠呈現出某些層面上的自我。 因此，我在本論文中便使用介面、超本文、以及虛擬真實等三個概念，在當今大學校園的範疇中呈現這種動態的賽博歐格主體。所以我們能看到許多的介面帶領我們超越真假，運用超本文再創新的本文，並在虛擬真實中再建自我，以這些模式運作的大學基本上便是一所賽博歐格大學。 | zh_TW |
| dc.description.provenance | Made available in DSpace on 2021-06-13T07:51:18Z (GMT). No. of bitstreams: 1 ntu-94-R92630003-1.pdf: 2215707 bytes, checksum: d7cb64ce280bc36400bd29c88a319308 (MD5) Previous issue date: 2005 | en |
| dc.description.tableofcontents | 第一章 緒論
Chapter 1 INTRODUCTION 1 真實�虛擬的校園生活 Life in Real/Virtual Campus 2 後現代與新科技 Postmodern and New Technologies 4 進入賽博空間 Entering Cyberspace 5 後人類的誕生 The Birth of Posthuman 6 台大校園資訊服務 Campus Technology in NTU 8 研究目的 Research Purpose 11 論文架構 Thesis Structure 12 第二章 賽博歐格 Chapter 2 CYBORG 17 科技與社會空間 Technology and Social Space 18 科幻世界中的賽博歐格 Cyborgs in Science Fictions 21 第二媒介時代的主體 Subjectivity in Second Media Age 24 介面、超本文、與虛擬真實 Interface, Hypertext, and Virtual Reality 27 控制論：人類與其他物種的連結 Cybernetics: Connecting Human and Other Species 29 Donna Haraway與賽博歐格宣言 Donna Haraway and Cyborg Manifesto 33 賽博歐格主體 Cyborg Subjectivity 37 結論 Conclusion 39 第三章 介面 Chapter 3 INTERFACE 43 人類與機器的四種觀點 Four Visions of Human-Machine Relations 44 主人�奴隸觀點：人類和機器存在於分離的空間中 Master/Slave Vision: Man and Machine in Separate Spheres 45 對偶觀點：人類與機器互利共生 The Dyadic Vision: Human and Machine in Symbiosis 46 賽博歐格觀點：人類被機器入侵 The Cyborg Vision: Human Invaded by the Machine 47 高等人類觀點：被機器取代的人類 The Vision of Superior Man: Humans Replaced by Machines 48 小結：Damarine跨越觀點的詮釋 Summary: Damarine’s Reading Across Visions 49 介面：在臉之間的臉 Interface: The Face Between Faces 50 模擬 Simulation 53 既真實又虛假的社群 Virtual-yet-Real Communities 54 比真實更真實的大學 More-True-than-True University 58 拉玻璃 Pulling Glasses 58 建築門面�電腦介面 Facade/Interface 59 書架�機架 Stacks/Racks 61 傳統教室�虛擬課堂 Traditional Schoolroom/Virtual Classroom 63 傳統校舍�虛擬校園 Traditional Schoolhouses/Virtual Campuses 65 結論 Conclusion 66 第四章 超本文 Chapter 4 Hypertext 69 賽博空間中的敘事 Narratives in Cyberspace 70 渾沌狀態的資訊碼 Chaotic Codes 74 超本文書寫 Hypertextual Writing 79 賽博歐格書寫 Cyborg Writing 79 暫時的書寫平面 Temporal Surface of Inscription 82 兩種書寫模式：征服者和游牧者 Two Writing Modes: Conqueror and Nomad 83 賽博歐格大學 Cyborg University 85 超本文的衝擊：開放課程的衝擊 Impacts of Hypertext: Impacts of Open Course 85 學生搜尋「概念」、搜尋「關鍵字」 Students Searching for “Concepts”, Searching for “Keywords” 88 成為賽博歐格的圖書館員 Librarian Becoming Cyborgs 91 成為介面的教師 Teachers Becoming Interfaces 92 超連結的學習過程 Hypertextual Learning Process 95 結論 Conclusion 96 第五章 虛擬真實 Chapter 5 Virtual Reality 99 「虛擬」「真實」 ’Virtual’ ‘Reality’ 100 虛擬社群 Virtual Community 104 虛擬身分認同 Virtual Identity 106 虛擬自我 Virtual Self 109 虛擬校園 Virtual Campus 111 書寫「台大」 Writing ‘NTU’ 111 超越課堂的互動 Interactions Beyond Classes 113 互動中的遊戲規則 Rules in the Interactions 115 網路小說 On-line Novels 118 以小搏大的部落格 Aggressive Blogs 121 代號、暱稱與自我表現 Identification, Nickname, and Self Representation 123 認同與塗鴉媒體 Identity and Grafedia 126 拼湊出的主體 Bricoleur Subjectivity 129 結論 Conclusion 131 第六章 結論 Chapter 6 Conclusion 133 賽博歐格大學生活 Life in Cyborg University 133 超越真假 Beyond True and False 134 再創本文 Re-Creating Text 135 再建自我 Re-Constructing Self 136 主體的再建構 Re-Constructing Subjectivity 137 進入賽博空間 Entering Cyberspace 139 我們被同化了嗎？ Are we assimilated? 141 參考文獻 Bibliography 143 | |
| dc.language.iso | zh-TW | |
| dc.subject | 虛擬真實 | zh_TW |
| dc.subject | 賽博歐格 | zh_TW |
| dc.subject | 主體性 | zh_TW |
| dc.subject | 認同 | zh_TW |
| dc.subject | 介面 | zh_TW |
| dc.subject | 超本文 | zh_TW |
| dc.subject | Cyborg | en |
| dc.subject | Virtual Reality | en |
| dc.subject | Hypertext | en |
| dc.subject | Interface | en |
| dc.subject | Identity | en |
| dc.subject | Subjectivity | en |
| dc.title | 穿越界限：「賽博歐格大學」初探 | zh_TW |
| dc.title | Border Crossing: Exploring 'Cyborg University' | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 93-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 蔡炯民,賴曉黎 | |
| dc.subject.keyword | 賽博歐格,主體性,認同,介面,超本文,虛擬真實, | zh_TW |
| dc.subject.keyword | Cyborg,Subjectivity,Identity,Interface,Hypertext,Virtual Reality, | en |
| dc.relation.page | 154 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2005-07-26 | |
| dc.contributor.author-college | 生物資源暨農學院 | zh_TW |
| dc.contributor.author-dept | 農業推廣學研究所 | zh_TW |
| 顯示於系所單位： | 生物產業傳播暨發展學系 | |
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