Teacher(s)
Language
French
Learning outcomes
At the end of this learning unit, the student is able to : | |
| The general objective of this teaching unit is to train students in and acquire the methods of university work. I. With regard to training in the scientific approach - Integrate the main basic approaches and tools of research in the human sciences; - Acquire the foundations of the critical method and scientific ethics, allowing access to scientific knowledge; in particular acquire the ability to synthesize and compare different sources and the ability to report on them in a structured way (through the choice of a logical, clear and balanced plan). - Implement approaches, methods and ethics through practical exercises and seminar work; - Acquire the ability to read and understand scientific articles, regardless of the humanities discipline concerned; II. With regard to the acquisition of a general culture and interdisciplinary knowledge: - Acquiring critical knowledge with regard to general sources of information (such as the press, new media and the Internet in general, political speeches, surveys, statistics, etc.); - Acquiring a critical approach to a subject and from a human science discipline (such as philosophy, sociology, psychology, criminology or history, etc.), through the seminar; III. With regard to the acquisition of specifically legal knowledge: - Acquiring critical knowledge with regard to the main sources of law; - Acquiring the bases of the legal understanding of facts, the relationship between law and facts, and the law of evidence; - Implementing these bases in concrete legal situations (casus); IV. With regard to written and oral communication, in French - Acquire the ability to communicate, in writing and orally, an idea and/or reasoning, particularly in the context of the seminar. |
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Content
The Criticism of Information Sources course is first and foremost a methodological course, oriented towards practice, on the implementation of the methods presented through questions, exercises and legal ‘casus’.
The presentation of the principles and methods of research involves the theoretical definition of a certain number of theoretical concepts (the categories of information sources, the methods of documentary research and the construction of a research question, the principles of criticism of information sources, the legal foundations of the validity of information). However, this presentation is systematically illustrated in a practical, even participatory way. At the end of each theoretical part, a series of exercises are carried out during the lecture, as a synthesis of the material.
Particular emphasis is placed on legal information and on the processing of information in the justice system, with regard to the inclusion of the course in a bachelor’s degree programme in law. However, it also extends to political information, scientific information, journalistic information (and current events) as well as new media as a whole. During the courses, the student is systematically confronted with original sources of information (documents, research tools, websites, audiovisual sources, guest field actors, …) which are then criticized and evaluated.
In view of its practical dimension, the course does not dwell on distinguishing the epistemological premises or scientific affiliations of each of the principles and methods presented. The aim is to give the student the greatest possible autonomy to ask the right questions and to cope with any environment and any questioning he or she will be confronted with; to make him acquire real critical reflexes. It is therefore a question of practicing an intensive intellectual ‘training’, which must find its logical extension in all the work that he will be called upon to carry out in his student career, and beyond. In the first year of the Bachelor of Law, the student is already called upon to apply the principles and methods in the context of the Humanities Seminar, which extends the course within the same teaching unit, but also in the context of the Legal Methodology Seminar.
The course also covers the legal understanding of facts, the relationship between the law and the facts, the law of evidence and the criticism of the sources of law. The student will thus have to realize the importance of critical analysis in the legal field. To this end, the course is related as far as possible to the content of the course on sources and principles of law and to the content of the seminar on legal methodology.
2. The Humanities and Social Sciences Seminar focuses on a discipline of the humanities: philosophy, history, psychology, linguistics, sociology-anthropology, criminology, political science or information and communication. The seminar should lead to the production of a summary, two summaries and a presentation, this time carried out in a group. The content of each seminar varies according to its holder and the discipline concerned, but all seminars are based on the same framework.
The presentation of the principles and methods of research involves the theoretical definition of a certain number of theoretical concepts (the categories of information sources, the methods of documentary research and the construction of a research question, the principles of criticism of information sources, the legal foundations of the validity of information). However, this presentation is systematically illustrated in a practical, even participatory way. At the end of each theoretical part, a series of exercises are carried out during the lecture, as a synthesis of the material.
Particular emphasis is placed on legal information and on the processing of information in the justice system, with regard to the inclusion of the course in a bachelor’s degree programme in law. However, it also extends to political information, scientific information, journalistic information (and current events) as well as new media as a whole. During the courses, the student is systematically confronted with original sources of information (documents, research tools, websites, audiovisual sources, guest field actors, …) which are then criticized and evaluated.
In view of its practical dimension, the course does not dwell on distinguishing the epistemological premises or scientific affiliations of each of the principles and methods presented. The aim is to give the student the greatest possible autonomy to ask the right questions and to cope with any environment and any questioning he or she will be confronted with; to make him acquire real critical reflexes. It is therefore a question of practicing an intensive intellectual ‘training’, which must find its logical extension in all the work that he will be called upon to carry out in his student career, and beyond. In the first year of the Bachelor of Law, the student is already called upon to apply the principles and methods in the context of the Humanities Seminar, which extends the course within the same teaching unit, but also in the context of the Legal Methodology Seminar.
The course also covers the legal understanding of facts, the relationship between the law and the facts, the law of evidence and the criticism of the sources of law. The student will thus have to realize the importance of critical analysis in the legal field. To this end, the course is related as far as possible to the content of the course on sources and principles of law and to the content of the seminar on legal methodology.
2. The Humanities and Social Sciences Seminar focuses on a discipline of the humanities: philosophy, history, psychology, linguistics, sociology-anthropology, criminology, political science or information and communication. The seminar should lead to the production of a summary, two summaries and a presentation, this time carried out in a group. The content of each seminar varies according to its holder and the discipline concerned, but all seminars are based on the same framework.
Teaching methods
The teaching unit consists of two learning activities: the Critique of Information Sources (CSI) course, and a Humanities Seminar in one of the disciplines on the program.
The CSI course is given ex cathedra in a large audience during the first term, at a rate of 2 hours/week. It is accompanied by optional tutoring.
The seminar consists of two lectures at the beginning of each term. Then, the seminar is given to small groups of students, at a rate of 2 hours every two weeks, during the first and second semesters. Attendance at the seminar sessions is mandatory.
The CSI course is given ex cathedra in a large audience during the first term, at a rate of 2 hours/week. It is accompanied by optional tutoring.
The seminar consists of two lectures at the beginning of each term. Then, the seminar is given to small groups of students, at a rate of 2 hours every two weeks, during the first and second semesters. Attendance at the seminar sessions is mandatory.
Evaluation methods
The course in Criticism of Information Sources is evaluated by a written examination, organized during the January session, or a final exam organized during the June and September sessions. Only the mark higher than 10/20 is therefore retained for the subsequent session(s) of the same academic year (Art. 23 of the RGEE Implementing Provisions for the Faculty of Law).
The Humanities and Social Sciences Seminar is evaluated through continuous evaluation:
- the writing of a summary (October — formative assessment) ;
- writing a summary (December — 25% of the final grade) ;
- an oral presentation made in a group about a reading portfolio (March – 25% of the final grade);
- the writing of a summary from this same portfolio of readings (April — 50% of the final grade).
For the 2nd session, the student writes a summary from the reading portfolio used for the final work, but the work will have an additional page and the student will add a source of his or her choice to the reading portfolio. The grade of the 2nd session will be based on this synthesis alone. The student obtains the final grade of 0A/20 for the seminar in the June session:
- in the event of unjustified non-submission of intermediate or final work;
- in the event of submission of a non-real work (submission of the cover page or a largely incomplete work);
- in the event of submission of an assignment 5 days late.
In the event of delay, 4 points out of 20 are withdrawn per day of delay; in the event of unjustified absence during the oral presentation; beyond an unjustified absence from the seminary sessions, attendance at the seminar being compulsory. The exemption from resubmitting the final work of the seminar in the same academic year is granted from 10/20 for the final mark of the seminar (Art. 23 of the Implementing Provisions of the RGEE for the Faculty of Law). The two learning activities give rise to a single final grade, at the end of the June and September sessions, corresponding to the average mark of the two evaluations. The two learning activities must nevertheless have been actually presented in order to be eligible for this average score.
The use of artificial intelligence (AI) is not prohibited in the context of our practical work, it is even recommended to support you in the performance of certain tasks: linguistic revision of your text, translation of a fragment of text, etc. But this use of AI in no way exempts you from carrying out the tasks requested by yourself, which assumes that you show discernment and critical thinking, that you scrupulously reference your speech, in short, that you respect all the principles specific to academic work.
You are asked to:
N.B.: If the duly completed and signed Integrity Commitment is not attached to your work, two points will be removed.
The Humanities and Social Sciences Seminar is evaluated through continuous evaluation:
- the writing of a summary (October — formative assessment) ;
- writing a summary (December — 25% of the final grade) ;
- an oral presentation made in a group about a reading portfolio (March – 25% of the final grade);
- the writing of a summary from this same portfolio of readings (April — 50% of the final grade).
For the 2nd session, the student writes a summary from the reading portfolio used for the final work, but the work will have an additional page and the student will add a source of his or her choice to the reading portfolio. The grade of the 2nd session will be based on this synthesis alone. The student obtains the final grade of 0A/20 for the seminar in the June session:
- in the event of unjustified non-submission of intermediate or final work;
- in the event of submission of a non-real work (submission of the cover page or a largely incomplete work);
- in the event of submission of an assignment 5 days late.
In the event of delay, 4 points out of 20 are withdrawn per day of delay; in the event of unjustified absence during the oral presentation; beyond an unjustified absence from the seminary sessions, attendance at the seminar being compulsory. The exemption from resubmitting the final work of the seminar in the same academic year is granted from 10/20 for the final mark of the seminar (Art. 23 of the Implementing Provisions of the RGEE for the Faculty of Law). The two learning activities give rise to a single final grade, at the end of the June and September sessions, corresponding to the average mark of the two evaluations. The two learning activities must nevertheless have been actually presented in order to be eligible for this average score.
The use of artificial intelligence (AI) is not prohibited in the context of our practical work, it is even recommended to support you in the performance of certain tasks: linguistic revision of your text, translation of a fragment of text, etc. But this use of AI in no way exempts you from carrying out the tasks requested by yourself, which assumes that you show discernment and critical thinking, that you scrupulously reference your speech, in short, that you respect all the principles specific to academic work.
You are asked to:
- to respect the principles defended in this area by the Faculty (see the document "Responsible use of generative artificial intelligence");
N.B.: If the duly completed and signed Integrity Commitment is not attached to your work, two points will be removed.
Other information
At the end of this teaching unit, the student is able to:
The general objective of this teaching unit is to train in the methods of university work.
I. With regard to training in the scientific approach
—Integrate the main basic research approaches and tools in the humanities;—Acquire the foundations of the critical method and scientific ethics, allowing access to scientific knowledge; in particular, on the one hand, to acquire a capacity for synthesis and confrontation of different sources and, on the other hand, the ability to be able to account for them in a structured way in writing and orally;
—Implement approaches, methods and ethics in the context of practical exercises and seminar work;
—Acquire the ability to read and understand scientific texts, in a non-legal discipline in the humanities.
II. With regard to the acquisition of a general culture and interdisciplinary knowledge
—To acquire critical knowledge with regard to generalist sources of information (such as the press, linguistics, new media and the Internet in general, political speeches, polls, statistics, …);—To acquire through the seminar a critical approach to a subject from a discipline in the human sciences (such as philosophy, sociology, linguistics, psychology, criminology, history, political science, information and communication, etc.),.
III. With regard to the acquisition of specifically legal knowledge: – To acquire critical knowledge in relation to the main sources of law;– To acquire the basics of the legal understanding of the facts, of the relationship between the law and the facts, and of the law of evidence;
- Implement these bases in concrete legal situations (casus).
IV. With regard to written and oral communication, in French-
To acquire the ability to communicate, in writing and orally, an idea, a reasoning, a problem, in particular in the context of the seminar.
Bibliography
I. Bauthian, Gally, L’esprit critique, Paris, Editions Delcourt, 2021.
G. Bronner, La démocratie des crédules, Paris, PUF, 2013.
G. Bronner, Déchéance de rationalité, Paris, Grasset, 2019.
S. Cuykens, D. Holzapfel, L. Kennes, La preuve en matière pénale, Bruxelles, Larcier, 2015.
B. Fosséprez, A. Pütz (dir.), La preuve au carrefour de cinq disciplines juridiques, Limal, Anthemis, 2013.
C. Gauvard, J.F. Sirinelli (dir.), Dictionnaire de l’historien, Paris, PUF, 2015.
K. Hillis, M. Petit, K. Jarrett, Google and the culture of search, New York, Routledge, 2012.
N. Marquis, E. Lenel, L. Van Campenhoudt, Pratique de la lecture critique en sciences humaines et sociales, Paris, Dunod, 2018.
D. Mougenot, « La preuve », Répertoire notarial, t. IV, Les obligations, livre II, Bruxelles, Larcier, 2012.
J. Pycke, La critique historique : un long chemin à parcourir entre le témoignage et la synthèse, 3e éd., Louvain-la-Neuve, Academia-Bruylant, 2000.
R. Quivy, L. Van Campenhoudt, Manuel de recherches en sciences sociales, 3e éd. rev. et augm., Paris, Dunod, 2006.
M. Romainville, A l’école du doute : apprendre à penser juste en découvrant pourquoi l’on pense faux, Paris, PUF, 2023.
Ch. Samaran (dir.), L’Histoire et ses méthodes, Paris, La Pléiade, 1961 (Encyclopédie de La Pléiade).
C. Scheepers (dir.), Former à l’écrit, former par l’écrit dans le supérieur, Bruxelles, De
Boeck Supérieur, 2021.
C. Scheepers (dir.), Former à l’oral, former par l’oral dans le supérieur, Bruxelles, De
Boeck Supérieur, 2023.
C. Scheepers (dir.), Former à la lecture, former par la lecture dans le supérieur, Bruxelles, De
Boeck Supérieur, 2024.
C.R. Sunstein, Anatomie de la rumeur, Genève, Ed. Markus Haller, 2012.
A. Tihon, Critique historique, Bruxelles, syllabus des FUSL, 1987 (inédit).
2012.
G. Bronner, La démocratie des crédules, Paris, PUF, 2013.
G. Bronner, Déchéance de rationalité, Paris, Grasset, 2019.
S. Cuykens, D. Holzapfel, L. Kennes, La preuve en matière pénale, Bruxelles, Larcier, 2015.
B. Fosséprez, A. Pütz (dir.), La preuve au carrefour de cinq disciplines juridiques, Limal, Anthemis, 2013.
C. Gauvard, J.F. Sirinelli (dir.), Dictionnaire de l’historien, Paris, PUF, 2015.
K. Hillis, M. Petit, K. Jarrett, Google and the culture of search, New York, Routledge, 2012.
N. Marquis, E. Lenel, L. Van Campenhoudt, Pratique de la lecture critique en sciences humaines et sociales, Paris, Dunod, 2018.
D. Mougenot, « La preuve », Répertoire notarial, t. IV, Les obligations, livre II, Bruxelles, Larcier, 2012.
J. Pycke, La critique historique : un long chemin à parcourir entre le témoignage et la synthèse, 3e éd., Louvain-la-Neuve, Academia-Bruylant, 2000.
R. Quivy, L. Van Campenhoudt, Manuel de recherches en sciences sociales, 3e éd. rev. et augm., Paris, Dunod, 2006.
M. Romainville, A l’école du doute : apprendre à penser juste en découvrant pourquoi l’on pense faux, Paris, PUF, 2023.
Ch. Samaran (dir.), L’Histoire et ses méthodes, Paris, La Pléiade, 1961 (Encyclopédie de La Pléiade).
C. Scheepers (dir.), Former à l’écrit, former par l’écrit dans le supérieur, Bruxelles, De
Boeck Supérieur, 2021.
C. Scheepers (dir.), Former à l’oral, former par l’oral dans le supérieur, Bruxelles, De
Boeck Supérieur, 2023.
C. Scheepers (dir.), Former à la lecture, former par la lecture dans le supérieur, Bruxelles, De
Boeck Supérieur, 2024.
C.R. Sunstein, Anatomie de la rumeur, Genève, Ed. Markus Haller, 2012.
A. Tihon, Critique historique, Bruxelles, syllabus des FUSL, 1987 (inédit).
2012.
Faculty or entity
