[{"command":"insert","method":null,"selector":".course-modal-ajax-placeholder-959341","data":"\u003Cdiv class=\u0022container content-rte\u0022\u003E\n  \u003Cdiv class=\u0022row\u0022\u003E\n    \u003Cdiv class=\u0022box col-md-6 bg-primary text-white\u0022\u003E\n      \u003Ch2 class=\u0022h1 text-left\u0022\u003E  Biosafety and Epistemology Questions on Synthetic Biology\n\u003C\/h2\u003E\n                  \u003Cdiv class=\u0022field-spacing\u0022\u003E\n        \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EECTS :\n          2\n        \u003C\/div\u003E\n      \u003C\/div\u003E\n                  \u003Cdiv class=\u0022field-spacing\u0022\u003E\n        \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ESemestre calendaire :\n          Semestre 1\n        \u003C\/div\u003E\n      \u003C\/div\u003E\n            \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ED\u00e9tail du volume horaire\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                          \u003Cspan class=\u0022field__label h4 mt-5 \u0022\u003ECours magistraux :\u003C\/span\u003E\n                                      \u003Cspan\u003E10\u003C\/span\u003E\n                      \u003C\/div\u003E\n                                                                                        \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ELangue d\u0026#039;enseignement\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003EAnglais\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EEnseignement \u00e0 distance\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003Enon\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n      \u003C\/div\u003E\n    \u003Cdiv class=\u0022box col-md-6\u0022\u003E\n            \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EPr\u00e9requis\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003Enone\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EProgramme \/ plan \/ contenus\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003EThe course will be divided into four parts:\u003C\/p\u003E\n\u003Cp\u003EI. Definitions and actors involved: synthetic biology \u0022seen from the outside\u0022.\u0026nbsp;\u003C\/p\u003E\n\u003Cp\u003EII. The majority position: from ethics to engineering of living matter\u003C\/p\u003E\n\u003Cp\u003EIII. The critical capacities of researchers: limits or impotence of ethics?\u003C\/p\u003E\n\u003Cp\u003EIV. The unthinking of ethical posture: about the blind spots of biotechnological progress\u003C\/p\u003E\n\u003Cp\u003EV. Chemical toolkit as genetic firewall and reengineering living organisms.\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EObjectifs d\u0026#039;apprentissage\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003EAt the end of this course, students will be able to:\u003C\/p\u003E\n\u003Cp\u003E- describe the diversity of definitions, institutions and actors in synthetic biology in France.\u0026nbsp;\u003C\/p\u003E\n\u003Cp\u003E- identify the dominant trend in the ethics of engineering of life.\u0026nbsp;\u003C\/p\u003E\n\u003Cp\u003E- distinguish the plurality of points of view that the actors of synthetic biology have on their practice.\u0026nbsp;\u003C\/p\u003E\n\u003Cp\u003E- analyse the unanswered questions that synthetic biology raises about biotechnologies\u003C\/p\u003E\n\u003Cp\u003E- conceive a reflexive approach towards synthetic biology by taking into account their own relationship with the discipline (trajectory, choice of object, meaning it has given to it, critical questioning with regard to the research objectives pursued, etc.)\u003C\/p\u003E\n\u003Cp\u003E- describe several orthogonal systems and analyse their advantages and limitations\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EOrganisation g\u00e9n\u00e9rale et modalit\u00e9s p\u00e9dagogiques\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003EThe teaching will take place in three sessions of three hours each and one session of two hours.\u003C\/p\u003E\n\u003Cp\u003EIt will be provided on one hand by two speakers, specialists in the sociology of science and technology, who have carried out a sociological survey on the work of the actors in synthetic biology and on the other hand by a speaker whose research work is in the field of xenobiology. The teaching will be based both on a synthesis of the literature on this subject and on the main results obtained by the sociological survey.\u003C\/p\u003E\n\u003Cp\u003EThe teaching will alternate between the presentation of the course content by the two speakers, soliciting students to encourage interaction with teachers and stimulate debate; collective reading of short texts in class and\/or longer texts to read for the next session.\u003C\/p\u003E\n\u003Cp\u003EThe main evaluation of the teaching will consist in the writing of an essay by the students in which they will demonstrate a reflective approach to synthetic biology by reflecting on their own relationship to the discipline.\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n                        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003EBibliographie\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003E\u003Cp\u003E- Aguiton-Angeli S. La d\u00e9mocratie des chim\u00e8res. Gouverner la biologique synth\u00e9tique, Lormont, Le bord de l\u0027eau, 2018.\u003C\/p\u003E\n\u003Cp\u003E- Bensaude-Vincent B, Benoit-Browaeys D. Fabriquer la vie. Ou va la biologie de synth\u00e8se ? Paris, Du Seuil, 2011.\u003C\/p\u003E\n\u003Cp\u003E- Cameron DE, Bashor CJ, Collins JJ. A brief history of synthetic biology. Nat Rev Microbiol. 2014, 12:381-390.\u0026nbsp;\u003C\/p\u003E\n\u003Cp\u003E- Flocco G, Guyonvarch M. \u00c0 quoi r\u00eave la biologie de synth\u00e8se ? L\u00e9gitimations et critiques de l\u2019\u00ab am\u00e9lioration du vivant \u00bb. Socio, 2019, 12:49-72.\u003C\/p\u003E\n\u003Cp\u003E- Flocco G, Guyonvarch M. Points de vue \u00e9thiques sur la biologie de synth\u00e8se. La \u201cmarche du progr\u00e8s\u201d en question. in \u201cLes nouveaux territoires de la bio\u00e9thique. Trait\u00e9 de bio\u00e9thique IV\u201d, Emmanuel and Fran\u00e7ois Hirsch (eds), \u00c9r\u00e8s, 2018, pp. 307-317.\u003C\/p\u003E\n\u003Cp\u003E- Raimbault B, Cointet JP, Joly PB. Mapping the Emergence of Synthetic Biology. PLoS One. 2016, 11:e0161522.\u003C\/p\u003E\n\u003Cp\u003E- Schmidt M. Xenobiology: a new form of life as the ultimate biosafety tool. Bioessays. 2010, 32:322-331.\u003C\/p\u003E\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n        \u003Cdiv class=\u0022field-spacing\u0022\u003E\n      \u003Cdiv class=\u0022field__label h3 dash\u0022\u003ENature de l\u0026#039;\u00e9valuation\u003C\/div\u003E\n                        \u003Cdiv class=\u0022mt-5 text-justify\u0022\u003E\n                                      \u003Cspan\u003EEvaluation Continue non Int\u00e9grale\u003C\/span\u003E\n                      \u003C\/div\u003E\n                  \u003C\/div\u003E\n      \u003C\/div\u003E\n  \u003C\/div\u003E\n\u003C\/div\u003E\n","settings":null}]