This learning unit is not open to incoming exchange students!
Teacher(s)
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.
Learning outcomes
At the end of this learning unit, the student is able to : | |
At the end of the seminar, the student should :
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Content
The seminar in legal theory allows students to develop a personal research project within the wider theoretical framework established during the course of Critical Introduction to Contemporary Legal Thought (ICPJC) or of legal theory. Although the research project to be carried out is personal, the seminar also encompasses a group dynamic that encourages interaction throughout the year amongst a small group of students as well as between the students and the teachers.
More specifically, the seminars focus on various themes and issues, from year to year and depending on the teacher; as far as possible, the general theme will touch upon different branches of law.
The seminar’s reading sessions consist of an analysis and discussion of texts (previously read and summarised by the students). Texts might vary from general issues of legal theory to more specific writings related to the specific topic of the seminar. The general approach is always conceptual, critical and interdisciplinary.
Students are also guided during the writing of a personal and critical essay in legal theory. Teachers are available for meetings, during office hours or by appointment, for students who wish to discuss their research. Before submitting their final paper, students will present their research to their fellow students.
The research paper is written in the language specific to each seminar: in French (only) for students in the French-language seminars, in English (only) for students in the English-language seminars, and in Dutch for students in the Dutch-language seminars.
More specifically, the seminars focus on various themes and issues, from year to year and depending on the teacher; as far as possible, the general theme will touch upon different branches of law.
The seminar’s reading sessions consist of an analysis and discussion of texts (previously read and summarised by the students). Texts might vary from general issues of legal theory to more specific writings related to the specific topic of the seminar. The general approach is always conceptual, critical and interdisciplinary.
Students are also guided during the writing of a personal and critical essay in legal theory. Teachers are available for meetings, during office hours or by appointment, for students who wish to discuss their research. Before submitting their final paper, students will present their research to their fellow students.
The research paper is written in the language specific to each seminar: in French (only) for students in the French-language seminars, in English (only) for students in the English-language seminars, and in Dutch for students in the Dutch-language seminars.
Teaching methods
Mandatory readings are made available to the students on moodle.
A note, with a length of 3 to 5 pages, summarizing the (several) scheduled texts must be submitted by students before each class: it concerns a working document necessary for the debates during the sessions. In her/his note, each student also extracts 2 key issues or key ideas that are of particular interest to them. This note is a condition of admissibility for each session and must be handed in before the start of the session, according to the terms set by the teacher (email, moodle or paper version). Absence (justified or unjustified) from one of the sessions does not exempt the student from handing in his/her reading note to the class teacher.
The schedules/hours of each seminar are established by the faculty Administration, depending on the availability of students and teachers.
All seminars, however, follow the same basic structure, consisting of:
- An introductory session in October;
- Two reading sessions in the first semester, then four reading sessions at the beginning of the second semester, each covering one or more texts chosen and disseminated by the teacher
- At least one moment of exchange between the students and their teacher about the individual work, at a time set by the teacher before the course suspension period (for the 2024-2025 academic year, this runs from 21 April to 3 May 2025);
- The equivalent of a full day (when the group does not exceed 25 students) after the course suspension period (for the 2024-2025 academic year, this runs from 21 April to 3 May 2025), during which each student presents the results of his personal research. These oral presentations can be organised in a variety of ways, but each student presents for at least 10 minutes;
- The submission of a written work of about 9000 words (including notes, but excluding bibliography and table of contents), the last Friday of the second semester or the day preceding the third session, at 23:59; only the date and time of submission on Moodle are valid.
For the year 2024-2025, deadlines are set for Friday, May 16 and, for the third session, Friday, August 15.
In the event that the student submits his/her work after the university buildings close, the printed version of his/her work must be submitted to the Faculty Administration without delay, i.e. the first working day following the aforementioned deadline. This does not apply groups whose teachers do not require a paper version to be handed in.
In the case of a justified delay, the deadline for submitting the work will be extended by the number of days equivalent to the difference between the start date of the medical certificate and the original submission date, with a maximum of 10 days.
In the case of an unjustified delay, 2 points will be deducted from the total score for every 24-hour period started; a delay of more than 5 days, the submission of non-genuine work, or failure to submit will result in an absence grade (0A).
Teachers use one or more artificial intelligence tools (in particular ‘ChatGPT’) as part of their teaching in order to familiarise students with the interests and limitations of this type of tool. While the use of artificial intelligence tools is encouraged as part of the seminar, students are expected to use them responsibly in accordance with the document ‘The responsible use of generative artificial intelligence’, approved by the Faculty Council. Students are required to sign an ‘integrity pledge’ to this effect. Failure to submit the signed integrity commitment will result in a two-point deduction.
The written work will be analysed using ‘Compilatio’ software to detect plagiarism and content generated by artificial intelligence.
Finally, students are expected to use the referencing system taught at the Faculty for their work; a summary table will be given to them at the beginning of the seminar for this purpose. For special reasons (such as the subject of the work or the language in which it is written), the teacher may authorise the use of another referencing system (such as APA, Oxford, etc.).
A note, with a length of 3 to 5 pages, summarizing the (several) scheduled texts must be submitted by students before each class: it concerns a working document necessary for the debates during the sessions. In her/his note, each student also extracts 2 key issues or key ideas that are of particular interest to them. This note is a condition of admissibility for each session and must be handed in before the start of the session, according to the terms set by the teacher (email, moodle or paper version). Absence (justified or unjustified) from one of the sessions does not exempt the student from handing in his/her reading note to the class teacher.
The schedules/hours of each seminar are established by the faculty Administration, depending on the availability of students and teachers.
All seminars, however, follow the same basic structure, consisting of:
- An introductory session in October;
- Two reading sessions in the first semester, then four reading sessions at the beginning of the second semester, each covering one or more texts chosen and disseminated by the teacher
- At least one moment of exchange between the students and their teacher about the individual work, at a time set by the teacher before the course suspension period (for the 2024-2025 academic year, this runs from 21 April to 3 May 2025);
- The equivalent of a full day (when the group does not exceed 25 students) after the course suspension period (for the 2024-2025 academic year, this runs from 21 April to 3 May 2025), during which each student presents the results of his personal research. These oral presentations can be organised in a variety of ways, but each student presents for at least 10 minutes;
- The submission of a written work of about 9000 words (including notes, but excluding bibliography and table of contents), the last Friday of the second semester or the day preceding the third session, at 23:59; only the date and time of submission on Moodle are valid.
For the year 2024-2025, deadlines are set for Friday, May 16 and, for the third session, Friday, August 15.
In the event that the student submits his/her work after the university buildings close, the printed version of his/her work must be submitted to the Faculty Administration without delay, i.e. the first working day following the aforementioned deadline. This does not apply groups whose teachers do not require a paper version to be handed in.
In the case of a justified delay, the deadline for submitting the work will be extended by the number of days equivalent to the difference between the start date of the medical certificate and the original submission date, with a maximum of 10 days.
In the case of an unjustified delay, 2 points will be deducted from the total score for every 24-hour period started; a delay of more than 5 days, the submission of non-genuine work, or failure to submit will result in an absence grade (0A).
Teachers use one or more artificial intelligence tools (in particular ‘ChatGPT’) as part of their teaching in order to familiarise students with the interests and limitations of this type of tool. While the use of artificial intelligence tools is encouraged as part of the seminar, students are expected to use them responsibly in accordance with the document ‘The responsible use of generative artificial intelligence’, approved by the Faculty Council. Students are required to sign an ‘integrity pledge’ to this effect. Failure to submit the signed integrity commitment will result in a two-point deduction.
The written work will be analysed using ‘Compilatio’ software to detect plagiarism and content generated by artificial intelligence.
Finally, students are expected to use the referencing system taught at the Faculty for their work; a summary table will be given to them at the beginning of the seminar for this purpose. For special reasons (such as the subject of the work or the language in which it is written), the teacher may authorise the use of another referencing system (such as APA, Oxford, etc.).
Evaluation methods
Final marks are most heavily determined by the quality of the essay, the assessment of which will be based on the following criteria: structure of the essay; significance and conceptualization of the research question; interdisciplinarity and discernment; quality of the research and bibliography; general understanding of the topic and of the relevant literature; writing skills and methodology.
The student is also evaluated, more marginally, on the basis of her/his participation in the reading sessions, on the basis of her/his reading notes and on the basis of her/his oral presentation, or – potentially – on the basis of the complementary test/exam that is imposed in case of more than a single unjustified absence.
Indeed, students with more than one unjustified absence cannot submit their essay for the June session: if they registered for the session, they receive a 0A; furthermore, they can only submit their work during the third session under the condition that they pass an oral exam on one of the seminar texts, chosen randomly (which supposes that they all be prepared). This oral examination and the written paper are the subject of a joint evaluation.
Unjustified absence during the oral presentation day leads to the same consequences, even if it is the only absence of the year and/or if it is partial (if the student misses half of the day, for instance) : the students concerned cannot submit their essay during the June session, and may submit it during the second session only if the oral presentation has been carried out in the manner prescribed by their teacher.
The student is also evaluated, more marginally, on the basis of her/his participation in the reading sessions, on the basis of her/his reading notes and on the basis of her/his oral presentation, or – potentially – on the basis of the complementary test/exam that is imposed in case of more than a single unjustified absence.
Indeed, students with more than one unjustified absence cannot submit their essay for the June session: if they registered for the session, they receive a 0A; furthermore, they can only submit their work during the third session under the condition that they pass an oral exam on one of the seminar texts, chosen randomly (which supposes that they all be prepared). This oral examination and the written paper are the subject of a joint evaluation.
Unjustified absence during the oral presentation day leads to the same consequences, even if it is the only absence of the year and/or if it is partial (if the student misses half of the day, for instance) : the students concerned cannot submit their essay during the June session, and may submit it during the second session only if the oral presentation has been carried out in the manner prescribed by their teacher.
Other information
No pre-correction of written work is proposed by the teachers. However, students can meet their teachers during individual meetings or appointments, and it is advised that these discussions are based on a text (outline, chapter, etc.).
Various ‘prizes’ may be awarded for written work produced as part of the legal theory seminar: these may be internal prizes (such as the prize for the best essay in legal theory and the Pierre Kompany Foundation prize) or external prizes. Students receive information on this subject at the first seminar session.
Various ‘prizes’ may be awarded for written work produced as part of the legal theory seminar: these may be internal prizes (such as the prize for the best essay in legal theory and the Pierre Kompany Foundation prize) or external prizes. Students receive information on this subject at the first seminar session.
Bibliography
Fournie, sans être nécessairement exhaustive, avec le portefeuille de textes ainsi que par les discussions individuelles de chacun·e avec son/sa titulaire.
Provided, but not necessarily exhaustive, with the portfolio of texts as well as through individual discussions with the teacher.
Provided, but not necessarily exhaustive, with the portfolio of texts as well as through individual discussions with the teacher.
Faculty or entity
