Consideraciones metodológicas sobre la enseñanza del Derecho y la filosofía
The main purpose of the present paper is to propose the employment of the "stepped method", already applied by the author at Philosophy classes, as a possible model to be followed at the teaching of law. I assert that the first step of the method -which consists in the introduction of the...
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| Autor principal: | |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Departamento de Publicaciones
2014
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| Acceso en línea: | http://revistas.derecho.uba.ar/index.php/academia/article/view/579/506 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=academia&cl=CL1&d=HWA_3372 https://repositoriouba.sisbi.uba.ar/gsdl/collect/academia/index/assoc/HWA_3372.dir/3372.PDF |
| Aporte de: |
| Sumario: | The main purpose of the present paper is to propose the employment of the "stepped method", already applied by the author at Philosophy classes, as a possible model to be followed at the teaching of law. I assert that the first step of the method -which consists in the introduction of the problems that the theory seeks to resolve-, should be adopted in the teaching process. Thus, the starting point in the learning process is a number of questions posed by the students. The answers to them are expected to be found in the content of the curricula. In this way, students achieve a stronger base to understand the contents of the subject and, at the same time, they become able to evaluate in a scientifically and critically way if the discipline or the theory provides the corresponding answers and solutions to the problems initially identified or if it needs to be reformulated. |
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