Face-to-face , first term, 30 hours of theory.

First term
Thursday from 08:30 to 10:30 at 119 Marais 3300

French, with readings in English.

In the socio-economic context that characterises the beginning of the 21st century, the question of reconciling growth with the protection of so-called qualitative values, such as the protection of the environment, remains as relevant as ever. The responses to the demand for "sustainable development" are not only political; they now permeate modes of governance and legislative action, from the international to the local level. In particular, the concept of sustainable development requires an integrated approach to economic, social and environmental concerns.
The ambition of the proposed course is to analyse the way in which sustainable development has made its way into the instruments of public action, from a reflective and critical perspective, fuelled by current events (including scientific reports on climate change and the state of biodiversity) and taking the legal dimension as a starting point.
The objective of the learning process is to give the student
- an ability to understand some of the legal responses to ensure the protection of these so-called "qualitative" values, including in particular the protection of the environment;
- an understanding of the role, competence and responsibilities of different categories of actors, including their relationship to scientific expertise;
- a critical view of the range of instruments proposed and a reflection on the role of the law in the reorientation towards 'sustainable development'.

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- concept of sustainability
- governance of climate change
- governance of biodiversity
- law and science

Lecture. The course is participative: students are required to prepare the session (reading materials) and to work on case studies. The objective is to hold informed discussions and to co-create parts of the knowledge.

Written exam. Dissertation. Ability to draw links and to react to an unseen question/ to explain unseen documents. Active participation to the course is part of the assessment.

See teaching portfolio.