Learning outcomes

The course enables students to develop a critical view of law and the society that produces it.

 

Goals


The course aims to help students understand the relationship between law and ethics. It seeks to open students up to questions that go beyond the norm itself and that draw their sources from the values that underlie and extend positive law. In this way, it helps to develop a critical view of the law and the society that produces it.

Content

As a critical reflection on values, ethics informs the production of law and, conversely, legal norms feed into ethical debate: discussion of the values highlighted by a social phenomenon often precedes normative decision-making, which in turn generates new ethical questions.

Following an introduction on the dialectic between ethics, morality, and law, the course develops a conceptual framework and subsequently brings this dialectic to life through reflection on major societal issues. Topics addressed may include: questions of bioethics (abortion, euthanasia, assisted reproduction), the relationship between freedom of religion and other fundamental rights (freedom of expression, the right to equality and non-discrimination), as well as climate change and the conflicts of values it entails.

The “red thread” defined by the Faculty of Law will be integrated into the course structure.

Each of these topics illustrates concrete instances of value conflicts for which reliance on legal rules alone proves insufficient. By highlighting both the strengths and the limitations of legal construction, ethical reflection provides a critical perspective on law. The course is therefore conceived as a law course that explores the values underpinning the production of legal norms.

Teaching methods

The teaching method is resolutely student-centred. Students are encouraged to help shape the course through the analysis of statutory texts and case law.

The course as a whole presents the law as a living, constantly evolving tool, the application of which requires ongoing, interdisciplinary reflection. Links are therefore established with other disciplines such as philosophy, psychology and sociology.

Guest lecturers contribute to the course to provide expert insight into certain issues.

Assessment method

The assessment consists of two parts, each accounting for 50% of the final grade: a negotiation simulation and a short reflective essay.

The negotiation simulation takes place at the end of the course. Working in groups, students defend a position on a topic involving ethical issues. The assessment focuses on their understanding of the issue at hand, their ability to present arguments and articulate a nuanced position, as well as their ability to work as part of a team. Prior to this, each group draws up a short negotiation brief.

The reflective assignment is written by the students at home. It aims to assess the students’ ability to develop a personal and critical perspective by applying the skills they have acquired. In practical terms, two tasks are required. Firstly, students must produce a short reflection on their experience during the negotiation (2 to 3 pages maximum). Secondly, students are asked to query two generative artificial intelligence tools on an ethical issue covered in the course and to comment on the responses provided (2 to 3 pages maximum).

Sources, references and any support material

Written materials (available to students on Webcampus):

  • A general course outline
  • A collection of texts
  • Detailed PowerPoint slides

 

 

 

Language of instruction

French
Training Study programme Block Credits Mandatory
Bachelor in Philosophy Standard 2 3 No
Bachelor in Philosophy Standard 3 3 No
Bachelor in Law Double bac droit-philosophie 3 4 Yes
Bachelor in Law Standard 3 4 No