Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
8 credits
Q1 and Q2
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
The Bachelor's paper should be on a philosophical topic determined jointly by the student and the supervisor. The final assignment will expound the meaning and scope of the topic covered, the approach selected and the resources used; using this approach, the student will offer a well-argued response to the topic selected.
The topic must be sufficiently precise and well-defined to allow for an in-depth analysis of between 105,000 and 115,000 characters (including spaces), or approximately 40 pages of text.
The Bachelor's paper can take different forms:
The topic must be sufficiently precise and well-defined to allow for an in-depth analysis of between 105,000 and 115,000 characters (including spaces), or approximately 40 pages of text.
The Bachelor's paper can take different forms:
- Text critical analysis or commentary (of an excerpt, chapter, etc.)
- Clarification of a theme/concept specific to an author (e.g. Kant on law, Camus on suicide, etc.)
- Comparison of two authors' takes on a specific theme or question (e.g. desire according to Spinoza and Nietzsche, etc.)
- Analysis of a philosophical debate on a specific question (e.g. Does the concept of race make sense? Should we recognise animal rights? Is patriotism a virtue?)
Aims
At the end of this learning unit, the student is able to : | |
| 1 | The aim of this assignment is to substantiate the knowledge students have acquired during the first cycle. It is an introductory research exercise through which the students will demonstrate their ability to:
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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”.
Bibliography
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Faculty or entity
EFIL
