At the end of the teaching unit, students will be able to:
1. Describe the legal concepts, rules and principles covered in the course that are applicable to the Sustainable Development Goals;
2. Critique the way in which law, in conjunction with economics and/or sociology where applicable, protects the environment, contributes to greater social justice and promotes the achievement of the Sustainable Development Goals;
3. Explain how law has, or should, integrate Sustainable Development and in what ways;
4. Describe the limitations of the concept of Sustainable Development and its 17 Goals, propose alternative models and explain how law could take them into account;
5. Examine the relative and evolving nature of legal solutions that depend on scientific progress and expertise, economic constraints and political power relations;
6. Explain the potential, qualities and shortcomings of legal instruments in the transition to sustainable development.
In addition to these disciplinary skills, students must also acquire a series of essential sustainability skills (soft skills):
1. Apply different resolution frameworks to complex sustainability problems;
2. Reconsider their worldview and behaviour in light of the Sustainable Development Goals;
3. Enrich the subject matter taught through personal contributions and reflection (orally, during class, and in writing, in assignments or exams);
4. Develop a critical approach to legal rules, case law solutions, policy proposals or any other resource seen during the course;
5. Understand the reasoning behind disciplines related to law, such as economics, philosophy, physics or political science;
6. Demonstrate autonomy and responsibility in implementing the tools that lead to success;
7. Be able to reflect on the environmental and social impacts of one's actions;
8. Learn to work and think in an interdisciplinary group.
Education for sustainable development is essential to achieving the Sustainable Development Goals (SDG 4).
The transition to sustainable development requires a substantial change – for some, radical, in the sense of ‘taken at the root’ – in the way we think and act. These are guided and framed primarily by education and law.
The aim of this cross-disciplinary course is to contribute to the acquisition of the knowledge, skills, values and attitudes necessary to achieve the Sustainable Development Goals, while specifically reflecting on the place, legitimacy and effectiveness of legal instruments as a vehicle for change and transformation in favour of sustainable development.
The Law, Sustainable Development & Transition course is a cross-disciplinary teaching unit in more ways than one. Organised by two academics from two different research centres within the Faculty of Law (CRIDS/Nadi – V&S/Transitions), it is open to all university course programmes. It also incorporates elements of understanding drawn from disciplines other than law (e.g. philosophy and economics) through introductory courses linked, where appropriate, to other teaching units. Finally, the course covers various branches of law (constitutional law, administrative law, human rights, civil law, etc.) in relation to the challenges of sustainable development and transition.
The Law, Sustainable Development & Transition course explores how law and its various branches (human rights, environmental law, constitutional law, criminal law, etc.) are undergoing transition in order to address the multiple challenges posed by sustainable development, distinguishing between the weak and strong approaches to sustainable development.
Although not sufficient on its own, the United Nations 2030 Agenda for Sustainable Development provides a valuable framework for analysis. Adopted by nearly 193 states, it enjoys considerable authority but is not without its critics. These criticisms are addressed in the course in order to introduce students to other alternative models by discussing their legal implications.
After an introductory section explaining what law is and how it fits in with other modes of regulation in the era of transition and sustainable development, the course addresses the following topics:
- Ecological transition
- Digital transition
- Spirituality
- Gender
Philosophical, political and/or economic assumptions are also addressed through introductory lectures given by professors who are experts in their field.
The course also incorporates the Faculty of Law's central theme, ‘Re-enchanting the Earth’ (25-26).
The table of contents may be adjusted according to current events and/or interactions with students.
introductory part: what is law? What is Sustainable Development? What is Transition?
PART I. Law, Ecology & Transition
PART II. Law, Digital & Transition
PART III. Law, Governance & Transition
PART IV. Law, Spirituality & Transition
PART V. Law, Gender & Transition
Lecture-based course with active student participation, where applicable based on homework (reading texts, watching videos, listening to podcasts, etc.), with a view to co-creating knowledge. The teaching method used is original: inspired by Ignatian pedagogy and its ‘experience-reflection-action’ paradigm, it is based on transformative education tools and the ‘head-heart-hands’ approach.
Thus, lectures may be supplemented by outdoor sessions (in parks, forums, etc.) and lectures given by teachers who are experts in their field.
Students are not only the architects of their own success, but also the architects of tomorrow's law, a powerful lever for social transformation.
The assessment takes the form of an individual written examination and a theoretical, exploratory and creative group assignment on a current legal issue related to the Sambre 2030 project.
- Slides (PowerPoint) available on the course Webcampus page;
- Readings available on the course's Webcampus page;
- Short videos available on the course's Webcampus page and/or shown during the course;
- Reference book: R. BEAU, C. COURNIL, K. MARTIN-CHENUT, et al., La société écologique : normes et relations, Paris, Les liens qui libèrent, 2023.