Theory of Normativity in Global Society III

WEEK 1: Introductory lecture and guidance (Basic notions, terminology, course plan, learning methods, readings and other sources’ overview) WEEK 2: The limitations of contemporary international environmental law (Interactive lectures + Group and classroom discussions based upon pre-assigned readings) WEEKS 3/4: Introduction to critical approaches to law and governance in the Anthropocene (Interactive lectures + Group and classroom discussions based upon pre-assigned readings) WEEKS 5/6: Case-based mini project 1 Preparation of a case-based mini project (climate change litigation) by teams of 5 students max. focusing on how to unmake and remake International Environmental Law in specific contexts (complementary short interactive lecture + exploratory group discussions + peer assessment of preparatory team-based presentations). WEEKS 7/8: Case-based mini project 2 Preparation of a case-based mini project (biodiversity litigation) by teams of 5 students max. focusing on how to unmake and remake International Environmental Law in specific contexts (complementary short interactive lecture + exploratory group discussions + peer assessment of preparatory team-based presentations). WEEKS 9/10: Problem-based mini project 3 Preparation of a problem-based mini project by teams of 5 students max. focusing on how to unmake and remake International Environmental Law in specific contexts (complementary short interactive lecture + exploratory group discussions + peer assessment of preparatory team-based presentations). WEEKS 11/12: Problem-based mini project 4 Preparation of a problem-based mini project by teams of 5 students max. focusing on how to unmake and remake International Environmental Law in specific contexts (complementary short interactive lecture + exploratory group discussions + peer assessment of preparatory team-based presentations). W13: Final classroom debate / Wrap-up discussion

This course is conducted in the active learning style. Classes consist of interactive lectures, followed by both small group and classroom discussions addressing broad concepts and/or focusing on contextualized issues. These discussions are usually based on pre-assigned readings and build on a list of questions proposed in advance. Students further engage in critical and reflective thinking through the preparation of four case- and problem-based mini projects and a final debate.

o Active participation in classroom discussions based upon pre-assigned readings + active participation into the final debate: 40%. o Preparation and presentation of 4 case- and problem-based mini projects: 60% (each mini project consisting in both one group-based oral presentation and one short individual essay).

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No prior study of law and science-policy interfaces is required, but a strong interest and a serious commitment to learning about contemporary challenges and issues from an interdisciplinary perspective is crucial.