Campus Europe-Asie, Le Havre
Teachers : Roman ZINIGRAD (Teaching Fellow). Pedagogical format : Elective Course validation : Participation in class : 20% Response paper 1 : 10% Response paper 2 : 20% Final exam/research paper : 50% Response Papers : Each student will submit two response papers during the semester. The papers will critically analyze one of the academic texts assigned for the upcoming class. They are to be no more than three pages long (Font : Times New Roman, 12 ; Margins : 1 inch ; Spacing : Double ; File Format : pdf/doc) and to be uploaded to the assigned Google Drive on the evening before class. Final exam/research paper : The students may choose one of two options for the ﬁnal grade : 1) a 48 hours take-home exam which will require a critical assessment of and reﬂection on the materials covered in the course (choosing one of several questions) ; 2) an autonomous research paper on a chosen topic related to the course. Pedagogical method : The course will be based on close analysis of legal and philosophical academic literature as well as of comparative caselaw. The sessions will heavily rely on discussion of the readings in class. Accordingly, all students are expected to read and reﬂect on the assigned materials prior to each session, and be ready to rehash the main arguments, facts, rulings in the weekly readings, and present their own point of view on the aforementioned. Course Description : Disagreement over what makes life a “good” life draws attention from philosophers, governments and lawyers alike. Political theory has been offering numerous ways for dealing with groups and individuals whose fundamental values clash with that of the majority. Its liberal wing ranges from imposing reason to venerating diversity and its liberal solutions stretch from toleration to non-discrimination to multiculturalism (occasionally slipping into intolerance, discrimination and cultural bias). Democratic governments, in turn, attempt to follow these noble ends while keeping in mind such factors as power, stability and nationalism (and occasionally, reelection). Finally, legal institutions are charged with providing the constitutional and legal framework for the clashes, juggling all of the above.
Our course will lead us through this theoretical and legal forest of value-laden conﬂicts using two main points of reference : religion (perhaps the most profound source for that sort of disagreement) and education (perhaps the most crucial stage in its formation). Is liberalism the most appropriate (or even viable) way to accommodate religious opposition ? Do we actually want our children to think on their own ? How much freedom should be granted to illiberal minorities at the expense of social cohesion and stability ? May freedom of consciousness justify education to scientiﬁc ignorance and social intolerance ? And why would we even trust the government in controlling the future of our next generations ? These, and other, provoking questions will accompany our journey through both educational theories and policies (in France, USA, Israel and/or other countries of reference), reﬂected in legislation and case-law. Some of the subjects to be tackled during the course : The right to autonomy ; parental vs. children rights vs. state interests ; religion in public schools ; minimal “secular” curriculum ; funding of religious schools. Required reading : THE OXFORD HANDBOOK OF PHILOSOPHY OF EDUCATION (Harvey Siegel ed., Oxford University Press, 1 edition ed. 2012)..
MATHS FOR ECONOMISTS
Semester : Spring Number of hours : 24 Language of tuition : English
Teachers : Christine LE FLOCH (Professeur agrégé). Pedagogical format : Elective Course Description : There are no prerequisites for this course, other than having assimilated the content of the ﬁrst year math class. The course focuses on the main mathematical tools that economists use. It is designed for students who wish to take more advanced courses in economics, and it is meant to give students the basic mathematical knowledge req