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The University of Namur is soon to offer two inaugural lessons for two Francqui Chairs, one in the Faculty of Science and the other in the Faculty of Law. Open to all, the inaugural lectures will be followed by a local drink. These events are free, upon registration.

Program 12:45 | Welcome13:00 - 13:10 | Introduction by the Center's Co-Directors: Stéphanie Wattier and Géraldine Mathieu:Combating sexual violence - Legal approaches13:10 - 14:00 | FIRST ROUND TABLE: SEXUAL VIOLENCE AGAINST CHILDRENModerator : Nathalie Colette-Basecqz (professor at UNamur)The sexual self-determination of online minors in the light of their vulnerability | Géraldine Mathieu (professor at UNamur), Emma Bourcelet (assistant at UNamur)Child sexual assault allegations and civil accommodation litigation | Michaël Mallien (lecturer at UNamur), Céline Derclaye (assistant at UNamur) and Pauline Mailleux (assistant at UNamur)Sexual violence committed by members of the Church | Stéphanie Wattier (professor at UNamur) and Romain Mertens (lecturer at UNamur)14:05- 14h55 | SECOND ROUND TABLE: SEXUAL VIOLENCE AGAINST OTHER VULNERABLE PERSONSModerator: Stéphanie Wattier (professor at UNamur)La libération de la parole des personnes en situation de handicap victimes de violences sexuelles | Justine Dehon (coordinatrice et chargée de projets pour le service Handicap & Santé)Les violences sexuelles à l'égard des personnes âgées | Albert Evrard (lecturer at the Institut catholique de Toulouse)The administrative approach to sexual violence on higher education campuses from a disciplinary angle | Marc Nihoul (professor at UNamur)Sexual violence committed during the Rwandan genocide: 30 years later, new convictions by the Brussels Assize Court | Elise Delhaise (lecturer at UNamur)Obstetric violence and the question of consent | Charlotte Lambert (assistant at UNamur) and Margaux Thiry (assistant at UNamur)The assessment of physical injury to victims of sexual violence | Pauline Colson (lecturer at UNamur)3:00 pm | Coffee breakcafé15h20 | THIRD ROUND TABLE: COMBATTING SEXUAL VIOLENCE ON THE GROUND TESTIMONIALSModerator: Géraldine Mathieu (professor at UNamur)Introduction to psycho-traumatic mechanisms linked to sexual violence | Gwendoline Faravel (project manager and peer-aidante) et Céline Campanella (psychologue)Présentation de la Lawyers Victim assistance | Pascale Poncin (avocate) 17h10 | Conclusions17h25 | Verre de l'amitiéInfos pratiquesLa demande d'intervention pour les frais des magistrats a été introduite auprès de l'IFJ (en cours).- €95.00 incl. VAT: conference registration with book - Free registration for UNamur students and members I want to register

Conceptual field theory and didactic situation theory Two complementary theories for thinking about and organizing mathematical learningIn the first part of this talk, I'll propose an introductory situation in literal arithmetic (Barallobres & Giroux, 2008) that will enable me to introduce and illustrate the main concepts and methodological tools of the theory of didactic situations developed by Guy Brousseau (Brousseau, 1997; Bessot, 2024). In the second part, I will give a brief presentation of Gérard Vergnaud's theory of conceptual fields (Vergnaud, 1990; Durand-Guerrier and Saby, 2023), then show how this theory helps to shed further light on the introductory situation.The contributions of the anthropological theory of didactics The Anthropological Theory of Didactics (TAD, Chevallard, 2001) aims to explain why and how a given knowledge lives in a certain institution, and/or is transformed as it passes from one institution to another. This perspective and some of its evolutions will be presented and illustrated in this talk.Students' activities and teachers' practices in the mathematics classroom: analysis methodology with Activity TheoryIn this talk, we will present the founding assumptions of the Activity Theory framework adapted to the Didactics of Mathematics (TADM, Vandebrouck, 2008), showing how this theory gives importance to fine-grained analyses of mathematical knowledge to appreciate classroom developments. We will then exemplify some of these aspects on the teaching of limits at university (Bridoux and Grenier-Boley, 2024).BibliographyBarallobres, G., & Giroux, J. (2008). Environmental deficiencies and regulations in validation situations. N. In Berdnaz, & C. Mary (Eds). L'enseignement des mathématiques face aux défis de l'école et des communautés. Actes du colloque EMF 2006 (CD-ROM). Éditions du CRP https://emf.unige.ch/application/files/1414/5390/4857/EMF2006_GT8_Barallobres.pdfBessot, A. (2003). An introduction to the theory of didactic situations. Cahiers du laboratoire Leibniz, 91. hal-00078794Bridoux, S., & Grenier-Boley, N. (2024). What teaching practices should be used to introduce the limits of functions in the first year of university? A case study. In A. González-Martín, G. Gueudet, I. Florensa & N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024) (pp. 791-800). Escola Universitària de Sarrià. Univ. Autònoma de Barcelona and INDRUM.Brousseau, G. (1997). Théorie des situations didactiques. Lecture given at the award to Guy Brousseau of the title of Doctor Honoris Causa from the University of Montreal. http://www.cfem.asso.fr/actualites/archives/Brousseau.pdfChevallard, Y. (2001). Organizing study: 1. Structures and Functions. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris Proceedings of the XIe École d'été de didactique des mathématiques. (pp. 3-32). Editions la Pensée Sauvage.Durand-Guerrier, V., & Nicolas Saby, N. (2023). Usages de la théorie des champs conceptuels en didactique des mathématiques. The example of transitivity. Caminhos da Educação Matemática em Revista, 13 (4),118-134. ⟨hal-04585866⟩Vandebrouck, F. (dir.) (2008). La classe de mathématiques: activités des élèves et pratiques des enseignants. OCTARES Éditions.Vergnaud, G. (1990). Conceptual field theory. Recherches en didactique des mathématiques, 10(2/3), 133-170. In practice Program18:00: Presentation by Viviane Durand-Guerrier 18:40: Presentation by Ghislaine Gueudet 19:20: Presentation by Nicolas Grenier-Boley and Stéphanie Bridoux20:00: Q&A around the three presentationsModalities Required registration via the PhD school website or direct link to the registration form.Or online participation link (via TEAMS).

On November 18, 2025, the Faculty of Law organized the fourth edition of its traditional criminal law mock trial. Seven students, from the daytime and staggered schedules, donned their gowns to embody the various players in a trial devoted to a case of illegal rave party in the middle of a protected natural area. Pleadings and indictments were the order of the day. It was also an opportunity to recall how environmental criminal law protects nature, and to discover criminal justice a little more closely.

In recent years, public debate has been regularly disrupted by various attempts to distort "information." While this phenomenon is as old as information itself, digital technology, the powerful interactivity offered by online platforms, and recent developments in generative artificial intelligence have given it a whole new dimension. Manipulated online information spreads virally, reaching internet users around the world in a matter of minutes. It poses serious risks to society and threatens democracy and the rule of law. To see this, one need only recall events such as the US and French presidential elections, the Covid-19 pandemic, the war in Ukraine, the terrorist attack at the Nova festival in 2023, and the war in Gaza.  Faced with this phenomenon, actors from all sectors have been mobilizing for several years. This conference offers a legal perspective on the manipulation of online information in relation to freedom of expression and the right to information from the point of view of European law. It focuses, on the one hand, on the response of the European Union legislator to combat online disinformation and, on the other hand, on mechanisms for protecting "quality" information.Free admission.

This preregistration would result in an adjustment to the PAE without prejudice to the procedure to be followed to validate this eventual registration.

In an ever-changing world, where health, environmental and societal crises are intertwined, it is becoming imperative to rethink health in a global and interconnected approach. It was against this backdrop that the Faculty of Medicine at the University of Namur inaugurated its new "One Health" teaching unit (UE) on Thursday February 06, 2025, in the presence of Minister Yves Coppieters. This initiative, offered to all UNamur undergraduates, aims to train tomorrow's healthcare professionals in a systemic vision, where human, animal and environmental health are considered as one and the same reality.

Our research activities are divided into 3 main areas.

Since 2017 and as part of the work of the Pacte pour un Enseignement d'excellence, eight scientific "Consortiums" of the tronc commun have been formed. They bring together a total of some fifty members from the various universities, colleges and higher arts schools in the Wallonia-Brussels Federation. Their mission is to establish, on the e-classe digital platform, a repertoire of didactic tools and pedagogical devices that the educational community will be able to consult, select and procure easily, according to its needs and those of its students. These resources are available on the e-classe digital platform.

This seminar is aimed at researchers as well as (future) childcare professionals - educators, carers, childcare workers - who wish to question this issue and equip themselves to better listen to and include young children. Thanks to an interdisciplinary, cross-border approach, experts from the fields of psychology, pedagogy, law and the human sciences will share their knowledge and experience. This time of exchange will provide a better understanding of how to foster children's information and participation by adapting to their abilities and needs. Registrations Read more

A collection of tools to make it easier for teachers to set up cultural and artistic education activities in nursery, primary and secondary schools, to build confidence and the desire to dare.A p.ART.cour(t)? ART... Step by step... A p.ART.cour(t) is a series of introductory sessions built around a common thread. Each session lasts from fifteen minutes to two hours. Some p.ART.cour(t)s focus on a particular technique or theme... Others are built around a standard session to be reproduced on a regular basis. Some cover one or more artistic disciplines, while others are truly interdisciplinary.A p.ART.cour(t) is first and foremost a starting point, an aid, a proposal, a trigger for the teacher. It is a source of inspiration or imitation, of appropriation to freely create and/or experiment with activities in cultural and artistic education. The p.ART.cour(t) can take the form of a PDF or a digital book. Sometimes, an illustrative video or sound tracks accompany the teaching pack. The aim of p.ART.cour(t)s is to enable every student to experience art. To live, to feel, to experiment, without the pressure or obligation to produce a predefined result or one that corresponds to a standard. Consequently, the emphasis throughout p.ART.cour(t) is on the discovery, the student's encounter with art. The p.ART.cour(t)s in pictures Teacher feedbackThank you for the experience, on my own I wouldn't have dared.... And the students really enjoyed the experience, I think. (1st differentiated)Interesting interdisciplinary project. Sequences linked together so real class project. (P5-P6)My students loved it when I told them we were going to make, discover ART. We became artists. They sometimes asked me when we were going to make art again! (P1-P2) Children's feedbackI enjoyed it because the point of it wasn't to be the best, but it was more about having fun.I learned to have confidence in myself, to be less shy.How to access it?All the p.ART.cour(t)s, and many other identified existing resources, can be found on www.e-classe.be.If you're an FWB teacher (and have a cerberus account), you can access them easily: just go to the platform and type the word P.ART.cour(t) (with its funny spelling) into the search bar, you'll then arrive in a folder that brings them all together. If you're not a teacher, don't panic! You can access them via the brochure. How do I do this? In the brochure, each p.ART.cour(t) is briefly presented. You can access the free online tool by clicking on the title of the p.ART.cour(t) via a direct link. Access to a video is also found behind the icon. Discover the brochure A few examples RAS... Répertoire d'artistes surprenantes (to be discovered end of August 2025)A (re)discovery of 50 Belgian women artists through their biographies, a focus on a representative work, names of related artists to discover and educational leads. Télécharger RAS Remue-ménage colors (M2-P2)Four workshops to explore color in movement, painting and music. Read more For my ears (P5-S2)A month of musical listening, presented in the form of a digital booklet with information and listening links. Each day of the week has its own theme. Read more In the footsteps of silent cinema (P3-S3)Students create burlesque films, from script to editing to acting, after an introduction to early cinema and viewing film clips. Read more The game of artistic families (P4-S3)Inspired by the game of seven families, this device, whose illustrations are images of works of art, invites the student to select a batch of cards and explain the reasons for this subjective choice. Read more The technolab, a creative place within the school (P3-S3)Thirty or so artists and their techniques are to be discovered (e.g. pyrography for wood, textile printing, ...) as well as how fablabs work and the various tools these places offer to transfer their practices to the classroom as part of ECA and FMTTN. A creative and accessible lead is given for each artist presented. Read more Other examples elsewhere Ma petite fabrique de matériel (M-S2) Make basic art materials (charcoal, walnut stain, glue, paint...) on a small budget and suggest ways to use them. From ingredients to final production! Content available on E-class and idea networkLet's animate everything (P3-S3) Collaborative production of short animated films using the Stop Motion technique. A fun tool for developing creativity and awakening a critical eye for the media. Content available on E-class and PECATake the line for a spin (M3-P3) Workshops mixing dance and visual arts around the notion of line. Themes include geometry, doodling, writing, Chinese calligraphy, pattern and following the line.Content available on E-class and PECAOur five skins (M1-M3)Ten activities to be experienced in the classroom or outdoors around the 5 layers of a child's identity according to Hundertwasser: body, clothes, home, family and friends, and planet. Discovery of the world, openness to others and diversity, cultural references.Content available on E-class and Réseau idéeGestural listening (M1-)P.ART.cour(t) listening program comprising around ten short musical extracts, and played mainly by a solo instrument (which also enables instrument discovery). The excerpts on offer last between 40 seconds and 2 minutes, and have been designed to serve gestural listening.Content available on Genially and the IMEP

The university has a duty to set an example in terms of sustainable development, in all three of its dimensions: economic, social and environmental. Sustainable "in form" through the way it manages its infrastructures and assets, and sustainable "in substance" through its commitment to research and teaching activities, in order to actively contribute to the environmental transition. All in line with the United Nations' Sustainable Development Goals (SDGs).