Dutch : The culture of Dutch-speaking countries

Teacher(s)

Fraipont Barbara;

Language

Dutch

Learning outcomes

At the end of this learning unit, the student is able to :

This course focuses on the study of the identity and cultural life of the Dutch-speaking regions, through its history and its economic, political and cultural development, with particular attention to literary and artistic expressions (especially painting). At the end of the course, students will be able to give an overview of the multiple facets of the cultural life of the Dutch-speaking regions and to situate the political and artistic developments in their historical and cultural context. Furthermore, students have to be able to discuss all this with a critical eye, and from a comparative point of view (Flanders vs. the Netherlands).

Content

This course aims to explore aspects of the Dutch-speaking culture. Firstly, the notion of culture and cultural identity will be addressed. It will be important to analyse the values and movements of the civilisation of the Dutch-speaking countries, while at the same time detaching oneself from a purely canonical point of view, by paying attention to various interpretations and works of art. Starting from such a cultural and nuanced approach, we will analyse the economic, political, social, philosophical and religious life of Flanders and the Netherlands and their present realities.

Teaching methods

Lectures (interactive, implying active participation of the students through their preparatory readings).

Evaluation methods

Oral exam covering the course content (70%) and the readings as well as the personal reflection tasks carried out at home (reading portfolio – 30%), together with a critical transversal discussion in which the student demonstrates the ability to connect different aspects of the course.
If the student chooses to use one or more AIs (or any other online tool), they must systematically indicate all the parts in which these tools were used, e.g. in footnotes. The student should specify whether the AI was used to search for information, to write the text, or to improve or correct it. The student should also mention which AI (or other online tool) was used (ChatGPT, Bing, Bard, Chatsonic, DeepL, etc.) and the date on which it was used. Information sources must be systematically cited in accordance with bibliographic referencing standards. The student remains responsible for the content of their work, regardless of the sources used.
In order to ensure that the student's work is personal, criteria such as originality, critical thinking, creativity and illustration with examples (e.g. from their own experience) will be taken into account. 
Any behavior on the part of the student that prevents or attempts to prevent, in whole or in part, the correct assessment of their knowledge, skills and/or competences will be considered an irregularity that may lead to sanctions.

Other information

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Bibliography

Supports mis à disposition des étudiants sur Moodle.

Faculty or entity

> PHLB