This biannual learning unit is not being organized in 2018-2019 !
At the end of this learning unit, the student is able to :
Upon successful completion of the course the student should be able to :
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
a) responsibility's interpersonal and intergenerational essence;
b) the feeling of responsibility, its mobilisation, and its connection with free will.
- Interactive discussions based on specific readings (see bibliography).
- Students are expected to take an active part in class discussions.
- Moreover, they are expected to focus on a topic related to the Seminar and write a research abstract (either in English or French) to be presented in the last two classes.
- Finally, they are requested to develop the abstract into a 10/15 pages essay in English or French.
M. Lipman, Thinking in Education, second edition, Cambridge University Press, Cambridge, 2003 [tr. fr. A l'école de la pensée: enseigner une pensée holistique, De Boeck, Louvain-la-Neuve, 2006].
M. Nussbaum, Not for Profit. Why Democracy Needs the Humanities, Princeton University Press, Princeton, 2010 [tr. fr. Les émotions démocratiques: comment former le citoyen du XXIe siècle?, Climats, Paris, 2011].
M. Weber, Politics as Vocation, Hackett, Indianapolis-Cambridge, 2004 [tr. fr. Le métier et la vocation d'homme politique, in Id., Le savant et le politique, Union générale d'éditions, Paris, 1971].