Le Grand Syllabus 2017/2018
contradict with the results that we want to achieve. Applying the systems-thinking approach and being aware of the ongoing paradigm shift will allow students to frame adequate questions around their research objectives, whether they are in economic, politics, legal, social or business ﬁelds. The seminar will dedicate each day to studying a particular framework, starting with the systemsthinking approach and application of new science (quantum physics) discoveries to the social sciences. This session will be based, in particular, on work of Fritjof Capra, Illya Prigogine, Isabelle Stengers and Kared Barad. The second day will introduce the authors to the notion of paradigm and present the ongoing paradigm shift, which certain authors such as Marc Luyckx Ghisi and Enrique Dussel call transmodernity, and the new value-system that it holds. The third day will introduce the Theory U, developed by MIT professor Otto Scharmer and systems scientist Peter Senge and will show how this theory is being applied to different existent and emerging social initiatives at the moment. Required reading : Karen Barad, Meeting the Universe Halfway : Quantum Physics and the Entanglement of Matter and Meaning, Duke University Press, 2007.
the topic ; - Select one clearly formulated research question ; - Provide the background material (historical context, deﬁnition of a key concepts, etc.) ; - Review the main scholarly debates ; - Propose one main thesis or claim ; - Develop the arguments that help support the main claim in separate parts or sections ;- Explain the research methodology in a separate section ; - Provide a list of references (books and articles that have been actually read). Reading Review : The reading review can be done on any text self-selected in the reading list which is identiﬁed by an asterisk. Ex : * BECKER, Howard (1960) ‘Notes on the Concept of Commitment', American Journal of Sociology, 66 (1), 1960, pp. 32-40. This oral exercise consists in a short (10 mn) presentation organized in two parts : - A summary of the author's main points ; - A critical interpretation of the text. Team Work : The workshop offers different types of ‘team works' (up to 3 students). Designed as a contribution to the general discussion, this oral exercise should not last for more than 15 m. The team work differs from the usual oral presentations as it is, principally, a selection of questions and points that, in the student's opinion, need to be addressed but would deserve to be further explored. Pedagogical Method : In this three-day interactive workshop, the emphasis is put on the methodology of questioning and of analyzing processes of radicalization. Students will be asked to engage with classical texts and more recent works as well as with empirical materials such as videos, propaganda material and websites. Radicalization is explored by initially providing students with the conceptual, theoretical and methodological tools which have been developed on ideologically and historically diverse forms of radicalization (session 1). This will enable them to better understand the empirical case study treated in session 2, that of Jihadist radicalization. Here, the focus will be put on its ideological speciﬁcities, the sociological properties of its followers, and on its privileged use of suicide attacks. This ﬁnal session (session 3) looks at the process of radicalization and of disengaging from violence from an emic perspective, ie. from the point of view of the main two actors involved in the process : radical militants on the one hand, and governments, on the
WINTER WORKSHOP : RADICALIZATION(S) : SCHOLARLY DEBATES, CASE STUDIES
Semester : Spring Number of hours : 15 Language of tuition : English
Teachers : Amélie BLOM (Lecturer). Pedagogical Format : Seminar Course validation : To validate the course, the student should pass : 1. One research paper (60%) 2. One reading review OR one team work (40%). Although participation is not graded, students are expected to actively engage in the