2023
Political Theory of the Iberian Peace School
Name: Political Theory of the Iberian Peace School
Code: ECN13124L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Legal-Political Theory and International Relations
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English, French
Regime de Frequência: Presencial
Presentation
The Curricular Unit (CU) of Political Theory of the Iberian School of Peace aims to introduce students to the main themes addressed by the authors of the EIP, highlighting the relevance of the issues addressed.
Sustainable Development Goals
Learning Goals
It is intended, with this curricular unit, that students become aware of the existence and expansion, as well as their contemporary resonance, of the Salamanca School, also known as the Iberian School of Peace, which, in the 16th and 17th centuries, in the Universities of Salamanca, Coimbra and Évora, played an important role in both International Law and Political Theory, proposing new ways of understanding the politician in Modernity.
Contents
1. Political Modernity. The situation of the Iberian School of Peace in the European context of the transition to modernity.
2. A fundamental thesis: the common natural nature shared by all human beings. The thoughts of Vitória, De Soto, Suárez, Bartolomé de Las Casas, Luís de Molina.
3. The dispute of Valladolid.
4. The end of the Iberian School of Peace.
5. The Iberian School of Peace: an early theory of human rights and peace?
2. A fundamental thesis: the common natural nature shared by all human beings. The thoughts of Vitória, De Soto, Suárez, Bartolomé de Las Casas, Luís de Molina.
3. The dispute of Valladolid.
4. The end of the Iberian School of Peace.
5. The Iberian School of Peace: an early theory of human rights and peace?
Teaching Methods
he TPEIP course uses a student-centred teaching methodology, implementing participation and involvement strategies, in the belief that learning is a practice, a process of autonomous discovery and critical and creative construction of knowledge.
The course favours cooperative work in the classroom, with weekly group activities.
Student attendance and participation in is therefore a key element in the success of the learning process.
The course favours cooperative work in the classroom, with weekly group activities.
Student attendance and participation in is therefore a key element in the success of the learning process.
Assessment
Students can choose between "continuous assessment" or final exam (regular season/appeal season).
"Continuous assessment" is structured as follows:
a. Participation / in-class activities (60 %)
b. Final (individual) presentation of assignments (40 %)
The "In-class participation/elaboration of activities" component will be assessed as follows:
a) 30% - Attendance and participation in activities.
b) 70% - Assessment of the tactivities, according to the following criteria
- Relevance and clarity of content
- Coherence of argument
- Originality
"Continuous assessment" is structured as follows:
a. Participation / in-class activities (60 %)
b. Final (individual) presentation of assignments (40 %)
The "In-class participation/elaboration of activities" component will be assessed as follows:
a) 30% - Attendance and participation in activities.
b) 70% - Assessment of the tactivities, according to the following criteria
- Relevance and clarity of content
- Coherence of argument
- Originality
Teaching Staff
- Irene Viparelli [responsible]
