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In general terms, the training the student will have received at the end of his master will equip him with a highly developed critical mind, skills in objective analysis and an ability to summarise and pick out the parameters to take into account when addressing an issue. These qualities provided by calling thins into question, reading philosophical texts and the diversity of the subjects taught help the student 'step back' from the subject in a manner which is characteristic of graduates in philosophy and valued by the jobs market (diplomacy, journalism, managing human resources). In his working life, the philosopher will tend spontaneously to work with his colleagues in a spirit of tolerance and openness to dialogue.
Incidentally, the training provided by the master provides the student with all resources and methods which will allow him, subject to completing extra training, to conduct himself, albeit as part of a research team, a specialisation in a sector of philosophical research.
More specifically, the teaching methodology favoured by the master is characterised by
the availability of the professors : whether at the end of the class or by appointment in his office, the professor will always be present to answer a question, go over an issue again or give information on reading matter.
the close link to research : the content of the courses and seminars is very closely linked to the research conducted by the professors. This makes their classes all the more lively and students can share in their research.
interaction : at the level of the master, courses are often less 'lecture-like' than in the first level. Since the auditorium is smaller, there is a lot more room for dialogue between the teacher and the students and for the prepared interventions of both parties.
the diversity of the learning situations and teaching strategies: courses are sometimes devoted to the reading of a major traditional text, sometimes to in-depth topical issues; the seminars promote active research and dialogue and the oral presentation by the students of the results of their research.
interdisciplinarity : the student may choose 15 course credits from another discipline. This possibility is all the more valuable when one considers that UCL is a complete university. This choice must be made in discussion with the dissertation supervisor and be linked to the topic of the dissertation.
Incidentally, the training provided by the master provides the student with all resources and methods which will allow him, subject to completing extra training, to conduct himself, albeit as part of a research team, a specialisation in a sector of philosophical research.
More specifically, the teaching methodology favoured by the master is characterised by
the availability of the professors : whether at the end of the class or by appointment in his office, the professor will always be present to answer a question, go over an issue again or give information on reading matter.
the close link to research : the content of the courses and seminars is very closely linked to the research conducted by the professors. This makes their classes all the more lively and students can share in their research.
interaction : at the level of the master, courses are often less 'lecture-like' than in the first level. Since the auditorium is smaller, there is a lot more room for dialogue between the teacher and the students and for the prepared interventions of both parties.
the diversity of the learning situations and teaching strategies: courses are sometimes devoted to the reading of a major traditional text, sometimes to in-depth topical issues; the seminars promote active research and dialogue and the oral presentation by the students of the results of their research.
interdisciplinarity : the student may choose 15 course credits from another discipline. This possibility is all the more valuable when one considers that UCL is a complete university. This choice must be made in discussion with the dissertation supervisor and be linked to the topic of the dissertation.