No presenta resumen

In this paper we conduct a qualitative analysis of law students’ experiences with authorities when they were high school students. Through a psychoanalytical framework, we seek to understand the relational dynamics underlying those experiences and their possible impact in the construction of the law students’ «regulatory self», that is, in the way they live within regulatory systems. Then we explore the different manners in which that past could be present in the way law students live legal education and then their profession. Finally, we suggest diverse attitudes that law schools’ authorities, professors and students can develop in order to avoid authoritarian relational dynamics and to construct a «regulatory ethos» which can contribute to the growth of students’ «regulatory self».

This paper proposes an approach to justice as a driving force which moves people towards rectitude, balance and harmony. The hybris is presented as the opposite force, one that animates the subject towards perversion, domination and discord. Drawing on that perspective, we describe diverse aspects of legal education that elicit the hybris. Particularly, we argue that, through hidden curriculum channels, legal education fuels perversion, domination and discord within the inner world of law students. This effort seeks to contribute to legal education’s critical studies by providing a framework through which criticisms —usually unarticulated— on this matter can be integrated around the idea of justice as a driving force. Furthermore, it presents issues and experiences that are usually not recognized as problematic in the reflections about legal education. Finally, this is a highl...

In their first contact with the professional world, law students experience diverse situations in which the law that regulates their internships is violated. In this research, we seek to understand how law students formulate those experiences, that is, the way in which they give them a particular meaning. Drawing from hermeneutical approaches to psychoanalysis, we start by recognizing that the way in which people formulate their experiences is not neutral: between different possible meanings, people elude those that show an intolerable image of themselves and their context. In this paper, we argue that law students don’t formulate the situations they experience, in which regulation and their rights are violated, as illegalities and violations of professional ethics standards. On the contrary, in different manners, they justify what happens, adapting to the events with fatalistic views ...

This event revolves around the change inside the teaching law, as well as the relationship between this and other social and economics phenomena like the market. In this way, the reader will be introduced in the changes that teaching law has experienced in the last years.

This paper proposes an approach to justice as a driving force which moves people towards rectitude, balance and harmony. The hybris is presented as the opposite force, one that animates the subject towards perversion, domination and discord. Drawing on that perspective, we describe diverse aspects of legal education that elicit the hybris. Particularly, we argue that, through hidden curriculum channels, legal education fuels perversion, domination and discord within the inner world of law students. This effort seeks to contribute to legal education’s critical studies by providing a framework through which criticisms —usually unarticulated— on this matter can be integrated around the idea of justice as a driving force. Furthermore, it presents issues and experiences that are usually not recognized as problematic in the reflections about legal education. Finally, this is a highl...

In this paper we conduct a qualitative analysis of law students’ experiences with authorities when they were high school students. Through a psychoanalytical framework, we seek to understand the relational dynamics underlying those experiences and their possible impact in the construction of the law students’ «regulatory self», that is, in the way they live within regulatory systems. Then we explore the different manners in which that past could be present in the way law students live legal education and then their profession. Finally, we suggest diverse attitudes that law schools’ authorities, professors and students can develop in order to avoid authoritarian relational dynamics and to construct a «regulatory ethos» which can contribute to the growth of students’ «regulatory self».

In Peru, law students must complete a preprofessional internship period. Despite the relevance of these experiences as their first encounter with the reality of the professional practice, there are no investigations that inquire into their impact on the student learning process. In this article, based on a theoretical framework around Hannah Arendt and the narrative analysis of students accounts, we seek to identify and understand how frozen thoughts operate in their experience as trainees.In our analysis, we identified the following frozen thoughts: (i) it is necessary to work in excess in order to learn, (ii) mistreatment is acceptable if everyone is subject to it and (iii) tasks must be carried out without thinking or questioning them. Even though these thoughts are transmitted to the students in grave situations of lega...

No presenta resumen

In Peru, law students must complete a preprofessional internship period. Despite the relevance of these experiences as their first encounter with the reality of the professional practice, there are no investigations that inquire into their impact on the student learning process. In this article, based on a theoretical framework around Hannah Arendt and the narrative analysis of students accounts, we seek to identify and understand how frozen thoughts operate in their experience as trainees.In our analysis, we identified the following frozen thoughts: (i) it is necessary to work in excess in order to learn, (ii) mistreatment is acceptable if everyone is subject to it and (iii) tasks must be carried out without thinking or questioning them. Even though these thoughts are transmitted to the students in grave situations of legal non-compliance, mistreatment, and the commission of professiona...

El presente evento gira en torno al cambio de paradigmas dentro de la enseñanza del Derecho, así como la relación que existe entre esta y otros fenómenos sociales y económicos como el mercado. De esta manera el lector se introducirá de lleno en los cambios que experimenta la educación legal en los últimos años.

El presente informe de investigación busca responder a la pregunta "¿Cuál es el rol de la universidad y de la Facultad de Derecho respecto de la experiencia del estudiante como ser humano y cómo esto se vincula a su aprendizaje?"

El presente número de THEMIS-Revista de Derecho aborda, como Tema Central, el Derecho Regulatorio, incluyendo materias como la política regulatoria, la regulación de servicios públicos y el régimen de concesiones.

In their first contact with the professional world, law students experience diverse situations in which the law that regulates their internships is violated. In this research, we seek to understand how law students formulate those experiences, that is, the way in which they give them a particular meaning. Drawing from hermeneutical approaches to psychoanalysis, we start by recognizing that the way in which people formulate their experiences is not neutral: between different possible meanings, people elude those that show an intolerable image of themselves and their context. In this paper, we argue that law students don’t formulate the situations they experience, in which regulation and their rights are violated, as illegalities and violations of professional ethics standards. On the contrary, in different manners, they justify what happens, adapting to the events with fatalistic views ...

El presente texto analiza el requisito de idoneidad moral que deben tener los integrantes de la Junta Nacional de Justicia según el artículo 156 inciso 6 de la Constitución Política del Perú, afirmando que el mismo debe entenderse desde el criterio de correspondencia.

In their first contact with the professional world, law students experience diverse situations in which the law that regulates their internships is violated. In this research, we seek to understand how law students formulate those experiences, that is, the way in which they give them a particular meaning. Drawing from hermeneutical approaches to psychoanalysis, we start by recognizing that the way in which people formulate their experiences is not neutral: between different possible meanings, people elude those that show an intolerable image of themselves and their context. In this paper, we argue that law students don’t formulate the situations they experience, in which regulation and their rights are violated, as illegalities and violations of professional ethics standards. On the contrary, in different manners, they justify what happens, adapting to the events with fatalistic views ...

This event revolves around the change inside the teaching law, as well as the relationship between this and other social and economics phenomena like the market. In this way, the reader will be introduced in the changes that teaching law has experienced in the last years.

In Peru, law students must complete a preprofessional internship period. Despite the relevance of these experiences as their first encounter with the reality of the professional practice, there are no investigations that inquire into their impact on the student learning process. In this article, based on a theoretical framework around Hannah Arendt and the narrative analysis of students accounts, we seek to identify and understand how frozen thoughts operate in their experience as trainees.In our analysis, we identified the following frozen thoughts: (i) it is necessary to work in excess in order to learn, (ii) mistreatment is acceptable if everyone is subject to it and (iii) tasks must be carried out without thinking or questioning them. Even though these thoughts are transmitted to the students in grave situations of lega...

This paper proposes an approach to justice as a driving force which moves people towards rectitude, balance and harmony. The hybris is presented as the opposite force, one that animates the subject towards perversion, domination and discord. Drawing on that perspective, we describe diverse aspects of legal education that elicit the hybris. Particularly, we argue that, through hidden curriculum channels, legal education fuels perversion, domination and discord within the inner world of law students. This effort seeks to contribute to legal education’s critical studies by providing a framework through which criticisms —usually unarticulated— on this matter can be integrated around the idea of justice as a driving force. Furthermore, it presents issues and experiences that are usually not recognized as problematic in the reflections about legal education. Finally, this is a highl...

In this paper we conduct a qualitative analysis of law students’ experiences with authorities when they were high school students. Through a psychoanalytical framework, we seek to understand the relational dynamics underlying those experiences and their possible impact in the construction of the law students’ «regulatory self», that is, in the way they live within regulatory systems. Then we explore the different manners in which that past could be present in the way law students live legal education and then their profession. Finally, we suggest diverse attitudes that law schools’ authorities, professors and students can develop in order to avoid authoritarian relational dynamics and to construct a «regulatory ethos» which can contribute to the growth of students’ «regulatory self».