UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1. Title: Law and the Humanities 1: Ethos and Scholarship [intensive delivery]
2. School or partner institution which will be responsible for management of the module
Kent Law School
3. Start date of the module
2014/15 Spring Term
4. The number of students expected to take the module
6-10
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
None
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Postgraduate [M]
7. The number of credits and the ECTS value which the module represents
20 (10 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Spring Term
9. Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
All law postgraduate programmes. Available to postgraduate students from other schools at the convenor’s discretion.
11. The intended subject specific learning outcomes
On successful completion of the module students will;
11.1 understand the specific importance of humanities scholarship and scholarly perspectives to the history, nature and thought of law
11.2 appreciate the nature and value of humanities research perspectives in the contemporary study of law and the academy more generally
11.3 have the ability to critically analyse contemporary understandings of the key parameters of legal scholarship, such as the object of legal scholarship, the end or purpose of legal scholarship, the notion of a research ethos, the problem of ethics and responsibility, and the nature and status of legal knowledge
11.4 be able to critically reflect on how humanities research perspectives can inform and shape students’ own scholarly engagement with law and legal inquiry
11.5 have the ability to develop a research question of contemporary relevance to the law and humanities academy
11.6 be able to synthesise competing theories and critical perspectives relevant to a humanities-based approach to law
11.7 be able to critically evaluate examples of scholarship relevant to a humanities-based approach to law
11.8 be able to participate in an exchange of informed views in a public online forum on topics relevant to the discipline of law and the humanities
12. The intended generic learning outcomes
On successful completion of the module students will;
12.1 have the ability to read, analyse, evaluate and synthesize complex material from across various disciplines (law, philosophy, political theory, history)
12.2 be able to demonstrate an understanding of the specificity of textual analysis in humanities methodologies
12.3 be able to demonstrate skill in making well-constructed and structured oral and written argumentation
12.4 be able to demonstrate the ability to formulate a viable research question
12.5 be able to demonstrate appropriate skills in written argument-making
12.6 be able to deploy critical and self-reflexive modes of thought and analysis
12.7 be able to demonstrate independent learning
12.8 have the ability to undertake independent research on a focused topic
13. A synopsis of the curriculum
This module provides students with a solid grounding in law and the humanities, a distinct approach to law that draws upon disciplines like political theory, literature, film studies, history and social theory. The module familiarises students with key questions in the field, provides training in humanities methods in relation to law, and equips students with a clear and rigorous approach to all their present and future academic work. No special knowledge or experience of any particular discipline is required to undertake the module.
The module is organized around three main questions;
Part one interrogates what is distinctive about law and humanities research methodology by considering the relation between the scholar and their object of study. We ask how the humanities consider this problem, with attention to the special case of law and the legal tradition. Students will find this helpful in thinking through their own relationship with topics of interest in their research.
Part two will consider the notion of “critical” scholarship, by asking the question of what legal scholarship can do, or what it is for. Students will have the opportunity to reflect on critical scholarship’s function in relation to key questions of politics, ethics, and justice.
Part three takes up the theme of responsibility. What options does current scholarship offer for thinking about the responsibility of the scholar? Can humanities-based approaches to law offer a distinctive answer to the question of the scholar’s responsibility, or to whom (or what) they might be responsible?
Considering law in relation to the textual tradition broadly understood, this module emphasizes the skills of reading, critical analysis, writing and argument-making across a range of different texts, cultural media, and legal questions.
There will be a practical focus on producing well-crafted and supported arguments. The module will help students to develop an incisive paradigm for their dissertation in the final stage of their masters programme, whatever its disciplinary orientation might be. Where possible, the module will encourage students who are interested in further academic study to produce assessment that could be shaped for publication with a suitable journal in the field of law and the humanities.
14. Indicative Reading List
Dilthey, W., 1988. Introduction to the Human Sciences. Detroit: Wayne State UP
Sarat, A et al., 2009. Law and the Humanities: An Introduction. Cambridge: Cambridge UP
Kelley, D., 1990. The Human Measure: Social Thought in the Western Legal Tradition Harvard UP
Maclean, I., 2005. Interpretation and Meaning in the Renaissance: The Case of Law. Cambridge: Cambridge UP
Goodrich, P., 1990. The Languages of Law. London: Weidenfeld
Brown, W. and Halley, J. (eds) 2002 Left Legalism / Left Critique. Durham: Duke UP
Vismann, C., 2008. Files: Law and Media Technology. Stanford: Stanford UP.
Pottage, A, and Mundy, M., 2004. Law, Anthropology, and the Constitution of the Social. Cambridge: Canbridge UP
Dorsett, S. and McVeigh, 2012. Jurisdiction. Abingdon: Routledge.
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Delivery for intensive format - 8 x 2.5hr seminars (at the end of the Spring Term or during the Spring Vacation), and 180 hours of private study time, comprising preparation for seminars, researching, reading, developing the research question, participating in the module blog, and writing the essay. (200 hours total time)
Seminars
Seminars will be delivered over the course of a single week (Monday to Friday) at the end of the Spring Term or during the Spring Vacation. There will be a two and a half hour seminar in the morning and another in the afternoon each day of the delivery week except Wednesday, which will be a rest day. A substantial break will be provided between the morning and afternoon sessions. Students will be required to arrive having already done a significant amount of preparation for the course. A complete module outline, reading list, set of seminar questions and list of assessment tasks and criteria will be provided to the students at the beginning of the term. From this point onwards, the module convenors will be available for consultation regarding the materials and module in general. During the teaching week, reading will be kept to a minimum to allow students’ time free for discussion and deepening their understanding of the materials.
The seminars will allow participating students to develop their interpretations of the material and to test, refine, and challenge their analyses in discussion with other participants and the seminar leaders. The seminars will also allow the seminar leaders to contextualise the set materials, and to stimulate debate. The seminars seek to achieve Specific Learning Outcomes 11.1 - 8 by guiding and encouraging students in their engagement with course texts, and by stimulating debate about them. The seminars meet Generic Learning Outcomes 12.1 - 8 by developing students’ skills in the areas of analysis and argumentation, by considering a range of sometimes conflicting perspectives on important issues, and by helping them to prepare for their research and written work.
Private Study
Private study hours will be allocated to reading and preparation for the delivery week, for engagement with the blog (see below) and for research and writing of the assessment and will contribute to module learning outcomes 11.1 - 8 and 12.1 - 8.
At the start of the term a blog will be created for the use of teaching staff and students. This will provide a forum for “publishing” students’ reflections and for informed debate. It will also form a collective shared record of the staff and students’ individual reflections and of collaborative conversation throughout the module.
Students will be required to contribute no less than four posts over the duration of the term; at least one to be made prior to the start of the delivery week, at least two during the delivery week in Paris, and at least one after the delivery week.
At least one post must initiate a “thread” (or discussion), and at least three must be in response to a discussion initiated by another student.
At the outset of the term, students will be given guidance, encouragement and examples to aid their successful participation in the blog, as well as the criteria by which their four posts will be assessed. The blog in will contribute to module learning outcomes 11.1 - 8 and 12.1 - 8, particularly 11.4, 11.8, 12.6 and 12.7.
Private study will contribute to module learning outcomes 11.1 - 8 and 12.1 - 8.
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
1. Four posts on the module blog (worth 10% of the mark for the module). This will contribute to module learning outcomes 11.1 - 8 and 12.1 - 8, particularly 11.4, 11.8, 12.6 and 12.7.
2. A 4,000-5,000-word research essay (worth 90% of the mark for the module). This will address module learning outcomes 11.1 - 8 and 12.1 - 8, particularly 11.3, 11.5 - 7, 12.1, 12.3 - 5, and 12.8.
17. Implications for learning resources, including staff, library, IT and space
No significant implications for learning resources other than purchase of important new material as it is published, as materials to be used already available in the library and electronically. The module will be delivered by existing staff.
18. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching.
Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexiasupport service, and specialist support will be provided where needed.
19. Campus where module will be delivered: University of Kent at Paris
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
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Print Name / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School
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Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of Partner College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated December 2012
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