CIVICA ESR
COURSE CATALOGUE

In this 90-minute workshop, we look at how to approach academic writing "as a conversation." We explore the broad principles underlying academic writing – what makes academic writing distinctive, how to situate your argument within a broader literature, and how to structure a coherent argument.

Understanding the art of editing can be very helpful for strengthening one’s own writing. This seminar takes researchers through the entire editorial cycle of a law journal, in a way that provides insight into the process of writing, revising, reading, appraising, preparing academic work of various kinds for publication. What makes for an interesting article? How can a promising article be improved? What are the different characteristics of leading (law) journals across the world? What works and what does not work for communicating an idea to a readership? What can be learned from the journal review process, as an author, a reviewer, and an editor? Who gets cited, and who does not, and why? How best to write a constructive peer review report? How best to respond to a critical peer reviewer? What material is suitable for an article, what for a blog and what for a tweet? What is the added value of a journal symposium? Why write (or read) a book review? Thanks to close collaboration with the European Journal of International Law (EJIL) and the International Journal of Constitutional Law (ICON) researchers in this seminar will be able to address these questions in part by gaining hands-on experience in two leading law journals, meanwhile helping to shape the production of international legal knowledge. Researchers will also be given formal recognition as assistant editors for the year by EJIL and ICON for their contributions to the editorial process. The seminar is open to all researchers interested in public international law, constitutional and public law, and allied fields of enquiry. Max Weber (and Civica) Fellows are also encouraged to participate. Structure of the seminar: Apart from the first, introductory meeting, all meetings will consist of two parts. The first part of every seminar will consist of a discussion of the researchers’ screening reports and peer review reports of actual journal submissions. The second part of the seminar will address a topic or theme specific to that month’s session, often intended to help contribute to the researchers’ own research, writing and publishing (e.g. how to write a good abstract; how to prepare an introduction (to an article, a thesis etc); how to approach writing a book review etc). All seminar participants will be required to write a screening or peer review report for each session, to be uploaded to the course website two days in advance of the seminar session. Researchers will receive feedback or comments on these reports, and will be invited to discuss them during one or more of the sessions. The relevant reading material will be made available on the course website two weeks before each monthly meeting.
Teachers:

• Sarah Nouwen (European University Institute)
• Grainne de Burca (European University Institute)

Do you feel overwhelmed by your to-do list? Do you feel overloaded and exhausted at the end of each day? It is not uncommon to find PhD students juggling their workloads alongside a host of other responsibilities. Whether it’s publishing, teaching prep, attending conference, applying for grants, or maintaining personal commitments – having multiple and competing commitments can often leave students feeling depleted. This interactive workshop will explore the challenges of academic overload and ways to move beyond it. You will learn practical tools for balancing your personal and professional commitments.
Entry requirements: N/A
Assessment: N/A

The main objective of this training is to understand the basics of the Zotero bibliographic reference management tool and to be introduced to its main features. At the end of this training, participants will be able to start managing their own reference library in Zotero, use the advanced PDF features, and create a bibliography. Goals, features, and benefits of Zotero Collect bibliographic references Build a database, manage and annotate references Annotate PDFs, create notes, use citations Understand citation styles Citing while writing, using the word processor plug-in Creating and editing a bibliography Backing up and synchronising citations and data Working in a collaborative mode. This course assumes that you have already installed Zotero on your computer and are familiar with the interface. It is also recommended that you have tried importing at least one reference. Here are some tips for completing these simple tasks: - The installation is done in 2 steps. First install the software, then the connector. - The download page is here: https://www.zotero.org/download/ It will detect your working environment. If you use Windows, Mac, or Linux, you will be offered the appropriate software. Zotero works with Firefox, Chrome, and Safari. Once installed, you should also see a Zotero menu in your word processor. You may also use the Zotero menu in Google Docs. - To collect your first reference, you can follow the simple advice in the Library Guide here: https://sciencespo.libguides.com/zotero/en/collecting-items If you have any problems, don't worry, just come to class! We will be on hand to be of assistance with any problems you may have. The course will take place on 17 October from 10:15 to 11:45
Teachers:

• Sophie FORCADELL (Sciences Po)

Entry requirements: This course assumes that you have already installed Zotero on your computer and are familiar with the interface (see course description)

The CTDP – Course Design is a frontal lesson lasting 3 hours, which includes moments of interaction between participants and group work carried out in a hybrid setting. CIVICA ESRs can attend ONLINE only. The Zoom link will be available soon, each participant will receive it directly via email before the beginning of the session. ----- MODULE DESCRIPTION: at the end of the module, participants will understand the concept of constructive alignment as a way of course/session design; critically reflect on the different teaching settings; reflect on what happened in the last year in the Higher Edu scenario. ----- BIO: Professor Beatrice Manzoni is an Associate Professor of Practice in the Knowledge Area of 'Leadership, Human Resources, and Digital Technologies' at SDA Bocconi School of Management, where she serves as the Director of Executive Programs such as "Intensive HR Management", "Advanced HR Management", "The Leader Coach" and "Creativity at Work". She previously held the position of Coordinator for the Executive Master in Strategic HR Management from 2008 to 2014.
Teachers:

• Beatrice Manzoni (Bocconi University)

Paraphrasing causes so much anxiety, mainly through misunderstanding what it really is and how it really works. This highly interactive workshop aims: to clarify what is meant by paraphrasing; to show, through techniques, tasks and examples, how paraphrasing works in theory and practice; to help researchers explore the relationship between source texts and their own work; to turn paraphrasing into something that can be done with confidence and even pleasure.
Entry requirements: N/A
Assessment: N/A

Seminar offered by Dondena Research Center (Fall 2025 seminar series) ----- October 20th 2025 12:45-2:00pm (UTC+1) ------ CIVICA ESR can attend ONLINE only. Zoom meetings link will be available upon registration. ------ SEMINAR DESCRIPTION: Over a century ago, Georg Simmel noted that the need for secrecy unites the nobility with criminal gangs in their quest for power and resources. This insight finds its most vivid contemporary expression in the offshore financial system, where trillions in private household wealth—totaling at least 12% of global GDP—circulates largely outside the rule of law. It makes possible not just tax evasion, but law evasion writ large, including debt dodging and the corruption of electoral systems. This system has created a multi-national elite which has grown nearly ungovernable, threatening democracy, capitalism, and even the natural environment. The talk will offer a sociological analysis of the agency and mechanisms underlying this phenomenon, drawing on both a long-term ethnography of the offshore system and Big Data network analysis of its characteristics—including its hidden vulnerabilities. ----- BIO: Brooke Harrington is an Economic Sociologist studying the offshore financial system and the professionals who run it. Her research addresses inequality, both political and economic, as well as globalization and the professions.
Teachers:

• Brooke Harrington ()

The CTDP – Course Design is a frontal lesson lasting 3 hours, which includes moments of interaction between participants and group work carried out in a hybrid setting. CIVICA ESRs can attend ONLINE only. The Zoom link will be available soon, each participant will receive it directly via email before the beginning of the session. ----- MODULE DESCRIPTION: at the end of the module, participants will understand the concept of constructive alignment as a way of course/session design; critically reflect on the different teaching settings; reflect on what happened in the last year in the Higher Edu scenario. ----- BIO: Professor Beatrice Manzoni is an Associate Professor of Practice in the Knowledge Area of 'Leadership, Human Resources, and Digital Technologies' at SDA Bocconi School of Management, where she serves as the Director of Executive Programs such as "Intensive HR Management", "Advanced HR Management", "The Leader Coach" and "Creativity at Work". She previously held the position of Coordinator for the Executive Master in Strategic HR Management from 2008 to 2014.
Teachers:

• Beatrice Manzoni (Bocconi University)

Making the best start you can: project management practices for a productive PhD from day 1 to the registration upgrade. While the start of a PhD can be exciting – pursing a dream, exploring something that fascinates you, or taking a step in your career – perhaps you might feel the understandable pressure to make a good start. Indeed, if we can see the PhD as a project – a temporary set of planned tasks done to achieve a specific aim – how can we manage it effectively to get our doctorate done? This is a set of four workshops that work best when taken together but have been designed to work as stand alone sessions too. The session's approximately six x 15-minute learning blocks focus on two areas: 1. Laying the foundation by defining first principles - what actually is a PhD? What actually is research? - so that participants can do them well. 2. The literature review: why we have to do one and so how to do one: the four main steps, including how to read effectively.
Entry requirements: N/A
Assessment: N/A

Making the best start you can: project management practices for a productive PhD from day 1 to the registration upgrade. While the start of a PhD can be exciting – pursing a dream, exploring something that fascinates you, or taking a step in your career – perhaps you might feel the understandable pressure to make a good start. Indeed, if we can see the PhD as a project – a temporary set of planned tasks done to achieve a specific aim – how can we manage it effectively to get our doctorate done? This is a set of four workshops that work best when taken together but have been designed to work as stand alone sessions too. The session's approximately six x 15-minute learning blocks focus on two areas: 1. The skill of planning the research project. In so doing, it shows participants the foundational creative thinking process of divergent and convergent thinking and how to apply it to planning the PhD, risk assessments and stakeholder analysis. 2. Applying these planning skills to the PhD registration upgrade to help participants get a sense of control over the first major goal within the PhD.
Entry requirements: N/A
Assessment: N/A

"Making the best start you can: project management practices for a productive PhD from day 1 to the registration upgrade. While the start of a PhD can be exciting – pursing a dream, exploring something that fascinates you, or taking a step in your career – perhaps you might feel the understandable pressure to make a good start. Indeed, if we can see the PhD as a project – a temporary set of planned tasks done to achieve a specific aim – how can we manage it effectively to get our doctorate done? This is a set of four workshops that work best when taken together but have been designed to work as stand alone sessions too. The session's approximately six x 15-minute learning blocks focus on increasing productivity and decreasing procrastination. 1. We will explore three fundamental principles of day-to-day productivity to help participants implement their project on a daily basis. In so doing the principles provide a framework to draw the tools together to embed the learning. 2. In the context of these three principles of productivity the session also helps participants further implement their project by exploring two fundamental principles of managing procrastination as well as providing a range of strategies, tricks and tips to stay on track.
Entry requirements: N/A
Assessment: N/A

Making the best start you can: project management practices for a productive PhD from day 1 to the registration upgrade. While the start of a PhD can be exciting – pursing a dream, exploring something that fascinates you, or taking a step in your career – perhaps you might feel the understandable pressure to make a good start. Indeed, if we can see the PhD as a project – a temporary set of planned tasks done to achieve a specific aim – how can we manage it effectively to get our doctorate done? This is a set of four workshops that work best when taken together but have been designed to work as stand alone sessions too. The session's approximately six x 15-minute learning blocks focus on helping participants make the most of arguably their most important relationship within the PhD : 1. Be proactive with effective strategies including: planning the supervision and reviewing work to date; making decisions such as which methodology to use; seeking other necessary forms of support. 2. Listen effectively with listening techniques such as 'listening to understand', to make the most of supervisions. 3 . Communicate effectively to help clarify expectations and be appropriately assertive.
Entry requirements: N/A
Assessment: N/A

One increasingly popular mechanism for the promotion of physical and emotional wellbeing is mindfulness. During this online workshop we will discuss what mindfulness means, the scientific evidence in support of it, and how developing a mindfulness practice can help you navigate through life’s challenges. We will explore simple, yet effective techniques that can be utilised throughout your day.
Entry requirements: N/A
Assessment: N/A

The main objective of this training is to understand the basics of the Zotero bibliographic reference management tool and to be introduced to its main features. At the end of this training, participants will be able to start managing their own reference library in Zotero, use the advanced PDF features, and create a bibliography. Goals, features, and benefits of Zotero Collect bibliographic references Build a database, manage and annotate references Annotate PDFs, create notes, use citations Understand citation styles Citing while writing, using the word processor plug-in Creating and editing a bibliography Backing up and synchronising citations and data Working in a collaborative mode Prerequisite for this course This course assumes that you have already installed Zotero on your computer and are familiar with the interface. It is also recommended that you have tried importing at least one reference. Here are some tips for completing these simple tasks: - The installation is done in 2 steps. First install the software, then the connector. - The download page is here: https://www.zotero.org/download/ It will detect your working environment. If you use Windows, Mac, or Linux, you will be offered the appropriate software. Zotero works with Firefox, Chrome, and Safari. Once installed, you should also see a Zotero menu in your word processor. You may also use the Zotero menu in Google Docs. - To collect your first reference, you can follow the simple advice in the Library Guide here: https://sciencespo.libguides.com/zotero/en/collecting-items If you have any problems, don't worry, just come to class! We will be on hand to be of assistance with any problems you may have. This course will take place on 3 November from 14:45 to 16:15
Teachers:

• Sophie FORCADELL (Sciences Po)

Entry requirements: This course assumes that you have already installed Zotero on your computer and are familiar with the interface (see course description)

Public engagement with academic research is more important than ever before. But scholars are rarely trained in how to present their work to a wider public. This workshop will show you how to organise your presentation in a way that brings your audience along with you, step by step. It will also teach you how to communicate persuasively through a host of tips related to slide format, timing and delivery. Finally, this workshop will help you to introduce a bit of yourself into your public speaking, so that your presentations sparkle with wit and originality. In this 90-minute session, we look at strong starts, how to organise your key points, and what to keep in and what to keep out of your talk.
Entry requirements: N/A
Assessment: N/A

How many times have you produced an original insight, only to be told that your writing interfered with conveying your ideas? Academic writing requires conceptual clarity and coherence. But it also demands clarity and cohesion at the level of the sentence and the paragraph. This workshop will run students through the basics of academic writing with a focus on concision and clarity. Topics include how to eliminate unnecessary words and phrases, as well as the importance of employing active verbs, parallel construction, and short sentences. Students will come away with more confidence in how to edit their own writing, as well as a better understanding of which grammatical rules matter, and which can be safely ignored
Entry requirements: N/A
Assessment: N/A

6-hour workshop running over two days. Time: 10 am to 1 pm. Even in the age of AI, writing continues to be an essential tool for academic thinking, learning and communication. This course focuses on writing as a process and a practice, and how to teach these in higher education. The course is useful for anyone who teaches or supervises in the academia. We will not look at features of academic texts, but how to use writing as a practical tool, when working on assignments, theses or research articles. The course, then, essentially focuses on the aspects of writing AI cannot replace. The course is divided into two main parts. First, we will establish an understanding of academic writing as a practical, comprehensive process essential for your thinking. Second, we will learn how to apply this understanding of the writing process in your teaching and guiding students and writers in the academia.
Teachers:

• Carol Kiriakos (European University Institute)

This workshop will explore multiple strategies for dealing with sleep challenges. We will examine the science of sleep and the different phases of the sleep cycle; learn how good sleep hygiene connects to our general health and wellbeing; and consider techniques for falling asleep and staying asleep. Participants will come away from this workshop with a better understanding of the causes and consequences of insomnia, as well as tools for promoting a restful sleep.
Entry requirements: N/A
Assessment: N/A

Law and Economics (L&E) is a scholarly approach that provides an economic perspective on legal institutions and the law. L&E utilizes formal and empirical economic analysis to understand the law. If the results of such economic analyses show that the explanatory power of economic theories is lacking, L&E also engages in the reconsideration of economic theories themselves. The course aims to introduce L&E as a methodological approach while being mindful of its normative assumptions and implications. It will first discuss the historical development and contemporary significance of L&E. The course will then explore several substantive policy areas: contract law, liability, antitrust, economic regulation, environmental law, behavioral law and economics, and technology. Guest lecturers will be invited to contribute to the course.
Teachers:

• Nicolas Petit (European University Institute)
• Josephine van Zeben (European University Institute)

The main objective of this training is to understand the basics of the Zotero bibliographic reference management tool and to be introduced to its main features. At the end of this training, participants will be able to start managing their own reference library in Zotero, use the advanced PDF features, and create a bibliography. Goals, features, and benefits of Zotero Collect bibliographic references Build a database, manage and annotate references Annotate PDFs, create notes, use citations Understand citation styles Citing while writing, using the word processor plug-in Creating and editing a bibliography Backing up and synchronising citations and data Working in a collaborative mode Prerequisite for this course This course assumes that you have already installed Zotero on your computer and are familiar with the interface. It is also recommended that you have tried importing at least one reference. Here are some tips for completing these simple tasks: - The installation is done in 2 steps. First install the software, then the connector. - The download page is here: https://www.zotero.org/download/ It will detect your working environment. If you use Windows, Mac, or Linux, you will be offered the appropriate software. Zotero works with Firefox, Chrome, and Safari. Once installed, you should also see a Zotero menu in your word processor. You may also use the Zotero menu in Google Docs. - To collect your first reference, you can follow the simple advice in the Library Guide here: https://sciencespo.libguides.com/zotero/en/collecting-items If you have any problems, don't worry, just come to class! We will be on hand to be of assistance with any problems you may have. This course will take place on 27 November, from 10:15 to 11:45
Teachers:

• Sophie FORCADELL (Sciences Po)

Entry requirements: This course assumes that you have already installed Zotero on your computer and are familiar with the interface (see course description)

Are you feeling unmotivated when it comes to working on your PhD? A lack of motivation can show up in many ways. Whether it’s procrastination, feeling low, getting distracted by other tasks, feeling incapacitated and unable to move forward – it’s often a vicious cycle. When we don’t feel motivated, we end up accomplishing very little and this results in us feeling even less motivated than before. Join us for an online workshop as we explore a range of tips and tools for maintaining motivation throughout your doctorate.
Entry requirements: N/A
Assessment: N/A

The CTDP - Facilitating Online Synchronous Learning is a fully-online webinar lasting 1h 30min which will be held on December 5th. 2025 from 3:00 to 4:00 pm (Italy timezone). The webinar link will be available soon, each participant will receive it directly via email before the beginning of the session. Once you have received the Acceptance email, please make sure to write to civica@unibocconi.it to confirm your participation. ----- MODULE DESCRIPTION: at the end of the session participants will be able to identify and apply best practices for setting up their online teaching environment; and managing interaction in an online environment. ----- BIO: Professor Beatrice Manzoni is an Associate Professor of Practice in the Knowledge Area of 'Leadership, Human Resources, and Digital Technologies' at SDA Bocconi School of Management, where she serves as the Director of Executive Programs such as "Intensive HR Management", "Advanced HR Management", "The Leader Coach" and "Creativity at Work". She previously held the position of Coordinator for the Executive Master in Strategic HR Management from 2008 to 2014.
Teachers:

• Beatrice Manzoni (Bocconi University)

Do you have a challenging relationship with your academic supervisor? Do you feel unsupported and discouraged in your interactions? The relationship we have with our academic supervisors is a crucial component of completing a PhD, yet very often these relationships come under strain and leave us feeling disempowered. Come along to this workshop as we explore strategies for enhancing your relationship with your supervisor in a confidential and safe setting.
Entry requirements: N/A
Assessment: N/A

The law impacts technology. Technology impacts the law. Beyond these basic truths, the interaction between law and technology is all uncertain. Some voices pretend that the law limits innovation that stems from technological change. Others believe the exact contrary. The 2023 kerfuffle over the call to temporarily ban research on generative Artificial Intelligence (“AI”) systems best exemplify the issue. Perhaps, both views are true. But can they be true at the same time, and in relation to the same laws and technologies? In what circumstances does one view dominate the other? Do other regularities govern the relationship between law and technology? Can they be seen in patterns or trends? And do these deep structural relations hold true across areas of the legal system, and across technologies? This course’s core aim is to supply a framework to address these questions. Today, we do not have the beginning of a good answer to predict how law and technology work together. Our limited state of knowledge is unfortunate. Technology is key to human flourishing. And the law is a necessary institution of any human society. Neither of them is about to disappear anytime soon. Absent a systematic understanding of the ways in which law and technology interact, incomplete approaches proliferate in the legal literature. Some works regrouped under the umbrella term law and tech (“law & tech”) tend to approach the issue holistically. But that scholarship focuses predominantly on the legal problems raised by technology (Tranter, 2011). And law & tech’s methods are not entirely satisfactory, in particular, because they predominantly default to existing law’s traditional interests in line with the culture of precedent, and understandably decline on selecting new values which is what policy and lawmakers must do all the time. Outside of that field, the relationship between law & technology is treated on a siloed basis. For example, the emerging legal scholarship on AI pays only marginal interest to prior ethical discussions in relation to human cloning, DNA sequencing, or gene editing. The “compartmentalization” of legal research (Bernstein, 2007) is clearly a problem, given the largely “combinatorial” nature of technology (Arthur, 2011). Last, most of the law and technology scholarship focuses on digital, leaving other important technological fields like bio chemistry and others subject to substantial legal uncertainty. Overall, very few clear and actionable takeaways about the relations between law and technology emerge from the literature. This course represents an attempt to overcome this state of affairs. It is based on four key propositions: one, there are deep structural relations between law & technology; two, the deep structural relations between law and technology can be studied and described; three, a bargain between law’s demands for ethics, and technology’s demand for efficiency structures legal and technological outcomes, and many deep factors like technological literacy or the timing of policymaking affect the bargain; four, some general lessons can be derived from an empirical study of law and technology’s relations.
Teachers:

• Nicolas Petit (European University Institute)

The course delivery comprises three half-day workshops on the following: 1. Presses and Processes: Participants will consider how to choose the right press for their monograph project and how the process of reaching out to editors works; also, what to expect in terms of timeline and, eventually, a contract. There will be a focus on titles and the writing assignment is to draft the book’s rationale/outline as for a book proposal. (Provisional teachers: Ben Carver and Deirdre Curtin) 2. How book purchasing works (and how this affects the proposal): This workshop focuses on the “comp titles” section of the book proposal as an essential move from thinking about the dissertation’s original contribution to the book’s place among comparable works (titles). To help think about the book in the marketplace, the subject specialist Librarian for Law will explain how book purchasing works. The writing assignment will be to draft the comp titles part of the book proposal. (Provisional teachers: Ben Carver and Valentina Spiga) 3. Transformations, from dissertation to book: This third workshop depends on input from Fellows/alumni who have recently published their first monograph. Course participants will read sections from the published monographs that the authors have selected and will talk to when presenting their own experiences of the process, from dissertation to book. This session might (again) be combined with a Law publisher visit, which would be open to a larger cohort of researchers. (Provisional teachers: Ben Carver and Fellows/alumni)
Teachers:

• Deirdre Curtin (European University Institute)
• Benjamin Carver (European University Institute)

The Treaty of the European Union explicitly counts on civil society participation to complement representative democracy and make the EU’s policy and decision-making processes take place openly, regularly, transparently, and as closely as possible to EU citizens (arts. 10 and 11 TEU). This normative claim has been taken up by EU institutions and secondary law in several different fields, from environmental to equality law, from digital to migration governance. In all these fields, civil society organisations are, in different ways, integrated into the elaboration and implementation of EU policies. Since the late 90s, this recourse to civil society participation in the EU has been the focus of many scholars, with several works trying to capture its broader normative meaning for the EU legal order, while others seek to empirically analyse and assess its practice. From these two broader lines of scholarly work emerge common questions. What are the main spaces, strategies and obstacles of civil society participation in the EU? And what is its purpose: to facilitate institutional decision-making and the production of regulatory output, or to ensure a democratisation of the way in which the Union operates? Does civil society participation succeed in including more actors in EU policymaking processes, or does it reproduce pre-existing institutional exclusionary patterns? And what do we mean when we talk about civil society: interest groups and organised NGOs, or also activists, academic researchers and even ordinary citizens? Is the EU truly committed to promoting a genuine civil dialogue in policymaking and implementation, or is participation just another way to represent organised interests? Crucially, these same questions are still being asked today, in a time where EU law increasingly relies on civil society participation as part of its enforcement approach, as can be seen, for example, in the EU’s regulation of digital platforms and AI. Against this background, this seminar aims to take stock of prior scholarly work about the practices and meaning of participation in the EU, ask the same abovementioned questions that scholars have long had about this phenomenon, and reflect on them in light of today’s practices of participation in the EU. Firstly, it provides a lens through which one can conceptualise participation in EU law, by looking at also Curtin’s work on the meaning of civil society participation and re-reading in light of contemporary critiques to deliberative democracy conceptions of participation. Secondly, it zooms into sectoral practices of participation, analysing how participation unfolds in different fields of EU law, what it achieves, and how can one go about researching it.
Teachers:

• Deirdre Curtin (European University Institute)
• Mateus Correia De Carvalho (European University Institute)

The seminar explores the relationship between violence and the law. Most states go back to a form of violence (in achieving independence, unification, secession, revolution) and most contemporary states continue to rely on violence, or the threat thereof, both internally and externally. They even claim the monopoly of the legitimate use of violence. This latter claim entails, on the one hand, that the use of violence by the state is presumed to be legitimate while the use of violence by others than state officials is presumed to be illegitimate. State and non-state violence comes in different forms, physical and verbal, actual and threatened (coercion). One salient instance of state violence is law enforcement. Criminal law, police, and prisons come to mind. But private law equally relies ultimately on the backing of state violence. Contract, property and tort law are enforced, respectively, through remedies for breach, evictions, and injunctions. Should we – should lawyers – take the legitimacy of state violence and the illegitimacy of non-state violence for granted? Or can non-state violence sometimes be legitimate, for example as a response to illegitimate state violence? In particular, do the colonised, the oppressed, the marginalised and the exploited have a right to use violence to free themselves from the violences of colonisation, oppression, marginalisation and exploitation? Beyond legitimacy, can a just and peaceful society ever be based on organised violence? Should protest and liberation movements remain committed to non-violent, even in the face of brutal violence used against them? If so, why? Should people not belonging to colonised, oppressed, marginalised or exploited groups exercise epistemic and moral humility when it comes to answering such questions? Do the terms ‘violence’, ‘force’, and ‘coercion’ refer ultimately to the same thing (and in all languages) or is their relationship more complex? These and other questions will be central to this seminar. Core themes will include decolonisation, revolution, resistance, and political protest. Our discussions will centre classical and more recent texts on (non)violence. While the texts are mostly from philosophers, the aim of the seminar is to connect them, through our discussions, with very concrete and practical questions about the role of law – and the position of (legal) scholars – in relation to state and non-state violence. Thus, the seminar seeks overlapping encounters between law and philosophy, theory and praxis, and (radically) different views on violence/nonviolence exercised and faced by the law.
Teachers:

• Martijn Hesselink (European University Institute)

The concept of the enemy has recently re-emerged in Europe. Public life is filled with speeches, statements and rallying cries referring to “external enemies”, “enemies from within”, “existential” or “ordinary” enemies. This is in a context of extreme polarization of most social, political and geopolitical relations in European societies and beyond. In political theory and legal thought, the concept is traditionally associated to Carl Schmitt’s writings. Does this concept help us capture the novelty of our situation in Europe? Are we living a sort of ‘Schmittian moment’ in today’s Europe? Is this concept making its way into the laws of Europe? Schmitt's concept seems both indispensable and inappropriate for grasping the reality and evolution of Europe and its laws. This short seminar will be an attempt to do three things at once: i) explore cases of ‘enemization’ of law, in different domestic contexts and in relation to social groups as diverse as Muslims, migrants, eco-activists, social deviants, and foreign economic or political actors; ii) inquire into the concept of the enemy, its normative presuppositions and its socio-historical context of emergence and re-emergence; and iii) reflect on forms of resistance and alternatives to the enemization of European society and its law
Teachers:

• Loïc Azoulai (European University Institute)

NOTE: Participants must previously take Foundations or contact elkanacenter@ceu.edu for exemption! In spring term: Mondays and Thursdays 10.50-12.30 CET. Second in a two-part sequence providing a systematic approach to teaching fundamentals, focusing on course design and assessments. Participants must previously take Foundations or contact elkanacenter@ceu.edu for exemption. “Learning by Design” is a semester-long, intermediate-level course focused on how students learn and how instructors can facilitate student learning. Building on Foundations of Teaching in Higher Education (which is a prerequisite), it shifts the focus even more firmly from the teacher to the student. In their roles as designer, facilitator (and assessor) of learning, course participants explore how they can guide students in their learning and how to make that learning longer lasting and more significant. During our sessions we will unpack assumptions that surround student learning, delve into theories of how students learn, and explore corresponding principles and approaches to teaching that seek to align learning, teaching, and asessment. We will discuss how to better understand your students, recognize several implications of student diversity for student learning, and explore how to support different types of learners and different types of learning. We will explore, at some length, how to assess student learning, including assessment design, grading, and feedback. Throughout all of this, we will constantly reflect on our own growth as scholars in the process of becoming facilitators of learning.
Teachers:

• Tamara Kamatovic (Central European University)

Entry requirements: Participants must previously take Foundations or contact elkanacenter@ceu.edu for exemption!

The course is a semester-long, foundational course for doctoral students preparing for their role as teaching assistants and future scholar-teachers (in Spring term on Tuesdays between 13.30-15.10 CET). This course also forms the basis of the comprehensive certificate program for teaching in higher education offered by the Yehuda Elkana Center for Teaching, Learning, and Higher Education Research (The Elkana Center). The course fosters an understanding of the university teacher as a professional scholar ready to engage in teaching informed by research, models of good practice, a spirit of inquiry, and critical intellectual engagement. Our approach to teaching in higher education combines knowledge of theoretical foundations, a strong practice orientation, and an appreciation for collaborative, inquiry-driven, and technology-enhanced learning environments. This course will allow for the development of your own teaching approaches and values through a combination of reading, reflective writing, and practical tasks. You will gain a research-driven foundation for your work as twenty-first century scholar-teachers through the study of key issues and experimentation in a variety of approaches. First in a two-part sequence providing a systematic approach to teaching fundamentals, focusing on the design and delivery of lessons/sessions.
Teachers:

• Mátyás Szabó (Central European University)

In Spring term on Wednesdays between 10:50-12:30, 1 US credit (2 ECTS). Guided creation of a teaching portfolio, primarily using materials from previous CEU teaching courses. (only for students who have completed all YELC credits, including 2 credits of electives: Democratic teaching and learning, Foundations and Learning by Design are generally prerequisites).
Teachers:

• Tamara Kamatovic (Central European University)

Entry requirements: only for students who have completed all YELC credits, including 2 credits of electives: Democratic teaching and learning, Foundations and Learning by Design are generally prerequisites).

We all know that we learn in different ways. But what are the consequences of this for our teaching? Do we really take this into consideration when planning our courses? Maybe we plan our courses according to our own preferences for learning? During this session, we will first look at different preferences for learning, including your own preferences. We will then apply this on your teaching, and you will have the opportunity to review this, and see how you perhaps could change it? Finally, you will learn about ideas that other participants have about how they could change their teaching. After this session you are expected to be able to: - Recognize the diversity of ways of learning. - Analyze your own teaching in relation to different
Teachers:

• Pär Mårtensson (Stockholm School of Economics)