Learning outcomes

Learning outcomes

 

Learn to work in a team

Knowing how to use coaching to optimise your project

Make decisions that engage people

Become aware of the logic at work in the biosphere that gives it its resilience.

Be aware that this logic must inspire human action, because by humanising it, it will help to redirect human creativity towards sustainability.

 

Goals

Course aims

 

 

The primary aim of the course is to open up the field of knowledge of philosophy students through a different approach to reality in its material form. Biology can be approached experimentally, computationally, theoretically and speculatively. Nevertheless, the concepts of biology remain material. They offer a certain resistance to the remote approach, because not everything is possible in the living world as we know it.

Secondly, teaching aims to raise awareness of the conditions that make it possible for the living world to become increasingly complex. This leads to a certain solidarity between species, which justifies the term biosphere. In this sense, the biosphere is not an addition, but a network.

 

Content

The content

 

Knowledge of living organisms is gained through the plant world, in this case barley and Brachypodium varieties, by their behaviour in a given context.

This behaviour is influenced by chitosan molecules, which are known to stimulate plant defence against pathogens.

The multi-functionality of chitosan helps us to highlight not only the mediators involved in defence, but also development based on root development, decision making in a stress situation in a split root system and interspecific communication via volatile mediators.

 

Teaching methods

Teaching methods

 

After an introduction aimed at presenting the course and the structuring concepts, most of the teaching will take place in the context of cooperative teaching. This is an active teaching method. The aim is to learn by doing and to make use of the particular talents of each member of the working group.

Philosophy students from different backgrounds are divided into working groups to deal with the section of the subject assigned to them, on the basis of documents provided by the teacher. Each student in the group has a specific role to play. The group will only be able to achieve the final objective if it works efficiently. Most of the work therefore takes the form of practical work in the URBV/URBE biology laboratory.

The groups inform each other by explaining their topic, the method used, the results obtained and the interpretation they draw from them.

Teacher coaches group through their project.

 

Assessment method

Assessment

 

Teaching is assessed in two stages.

Group work assessment

A mark is awarded to the group for the quality of the work based on the results obtained, the presentation and the answers to the questions.

 

Individual assessment

At the beginning of the course, each student receives a topic related to the topics covered. The individual assessment is therefore completed by a presentation in front of the audience. The assessment will be based on the quality of the presentation, the way in which it relates to the course and the way in which the student applies his or her background as a philosopher to the treatment of the topic.

 

Sources, references and any support material

Sources, references and supporting materials

 

 

 

Campbell, Neil ; Reece, Jane, Biologie, septime édition, Paris, Pearson Education, 2007.

 

Murray, R. K., Granner P. K., Mayes P. A., Rodwell, V. W. Biochimie de Harper, Les Presses de l’Université Laval, de Broeck, 2003.

 

Hamant, O.  La troisième voie du vivant. Paris, Odile Jacob,2022.

 

Language of instruction

French
Training Study programme Block Credits Mandatory
Bachelor in Philosophy Standard 0 3
Bachelor in Philosophy Standard 2 3
Bachelor in Philosophy Standard 3 3