6.00 credits
30.0 h + 10.0 h
Q2
This learning unit is not open to incoming exchange students!
Teacher(s)
Ruwet Coline;
Language
French
Content
The course is built around the “transition compass”, a framework for understanding the various issues and possible tensions and trade-offs surrounding the question of socio-ecological transition. The course is divided into four parts, which will enable us to progressively deepen our understanding of the different dimensions of this reading grid throughout the semester.
First, a general introduction will lay the foundations for the course. In an approach that is both historical and interdisciplinary, it will situate the concept of transition in the diversity of its uses, both descriptive and normative, both as a theory of social change in different disciplines and as a discourse mobilized by a multiplicity of actors (citizens, politicians, companies...).
The other three parts of the course will focus on three families of controversies generally associated with socio-ecological transitions.
Firstly, from a systems perspective, students will delve into the main dynamics and strategies of social change generally associated with socio-ecological transition (rupture, interstices, symbiosis, erosion); the relationships between these strategies and different spatial and temporal scales. Secondly, via an actor-based approach, controversies over the (de)politicization of transitions will be addressed (individual vs. collective actions; struggles, conflicts, civil disobedience, direct action vs. participation, collaboration, negotiations; grassroots innovations, territories, milieu vs. states, org. internationals). Thirdly, the course will focus on the subjective and cultural dimensions of transitions through a presentation of debates around visions and horizons of society associated with the imaginary around transitions (what desirable society(ies)? Anthropocentric vs. ecocentric; Relinquishment, ex-novation and phase-out).
First, a general introduction will lay the foundations for the course. In an approach that is both historical and interdisciplinary, it will situate the concept of transition in the diversity of its uses, both descriptive and normative, both as a theory of social change in different disciplines and as a discourse mobilized by a multiplicity of actors (citizens, politicians, companies...).
The other three parts of the course will focus on three families of controversies generally associated with socio-ecological transitions.
Firstly, from a systems perspective, students will delve into the main dynamics and strategies of social change generally associated with socio-ecological transition (rupture, interstices, symbiosis, erosion); the relationships between these strategies and different spatial and temporal scales. Secondly, via an actor-based approach, controversies over the (de)politicization of transitions will be addressed (individual vs. collective actions; struggles, conflicts, civil disobedience, direct action vs. participation, collaboration, negotiations; grassroots innovations, territories, milieu vs. states, org. internationals). Thirdly, the course will focus on the subjective and cultural dimensions of transitions through a presentation of debates around visions and horizons of society associated with the imaginary around transitions (what desirable society(ies)? Anthropocentric vs. ecocentric; Relinquishment, ex-novation and phase-out).
Teaching methods
The course is based on the philosophy of active pedagogy and is taught face-to-face. Discussions based on your own experiences, professional backgrounds and readings of scientific articles will play a key role. These student contributions will be combined with theoretical input from the teacher.
Evaluation methods
In this course, students are assessed in two ways:
- Continuous assessment, including the progressive creation of a portfolio (50% of the final grade).
- An individual oral examination in session, focusing on the links between the content of the portfolio and the main theoretical contributions seen in the course (50% of the final mark)”.
A portfolio is a collection of work directly related to the issues addressed and experiences gained during the course. The portfolio will include both group and individual work.
The general objective of the portfolio will be to position oneself in relation to the different axes of the Transitions Compass, both individually and collectively (via analysis of a case (organization/project) in sub-groups).
AI guidelines
The professor tolerates but does not encourage the use of generative AI. If used, they must be used responsibly (cf. ESPO note of July 2024). Students who decide to use generative AI as part of their written work must provide a responsible use protocol, which in addition to detailing the uses in accordance with current recommendations, will produce a personal reflection on the challenges of transitions associated with these uses.
- Continuous assessment, including the progressive creation of a portfolio (50% of the final grade).
- An individual oral examination in session, focusing on the links between the content of the portfolio and the main theoretical contributions seen in the course (50% of the final mark)”.
A portfolio is a collection of work directly related to the issues addressed and experiences gained during the course. The portfolio will include both group and individual work.
The general objective of the portfolio will be to position oneself in relation to the different axes of the Transitions Compass, both individually and collectively (via analysis of a case (organization/project) in sub-groups).
AI guidelines
The professor tolerates but does not encourage the use of generative AI. If used, they must be used responsibly (cf. ESPO note of July 2024). Students who decide to use generative AI as part of their written work must provide a responsible use protocol, which in addition to detailing the uses in accordance with current recommendations, will produce a personal reflection on the challenges of transitions associated with these uses.
Other information
This activity takes place according to pedagogical, timetable and organisational modalities adapted to the specific public of the FOPES. We refer the students to the pedagogical contract.
Online resources
Course material and information on the course's Moodle site or in the teaching contract
Bibliography
Une bibliographie détaillée sera intégrée au contrat pédagogique fourni aux étudiants lors de la première séance. Des lectures seront associées à chacune des séances, certaines d’entre elles seront obligatoires. Toutes les lectures seront disponibles sur la plateforme Moodle du cours.
Faculty or entity
OPES