No presenta resumen

This article offers a constructive critique of traditional teaching methods in legal education, focusing especially on the “master class”, based on the unilateral transmission of knowledge by the teacher. In this regard, the author argues that this method does not promote effective retention or the development of appropriate mental habits for the legal profession; rather, it contributes to a “distortion” of jurists. Instead, he advocates a transformation in the pedagogy of law, using techniques that diminish the “one man show” and encourage active participation and the development of critical skills. This entails a shift in the role of the law teacher: from being a mere transmitter of information to being a facilitator and advisor of learning. While acknowledging the challenges associated with transitioning to a more participatory pedagogy, the author considers it essential t...

The article focuses on the philosophy of law in 18th century Spain and how traditionalist and modernist schools of thought were reflected in and influenced it. The author notes that Spanish legal philosophy experienced a conflict between its markedly medieval origins and the growing modernism that sought to engulf it. In order to understand the importance of Spanish legal philosophy in the 18th century, the author describes how the key figures in Spanish legal philosophy of that period reacted to the European doctrines that emerged during the time, and what their analysis of those doctrines was. Although these legal philosopher ultimately accepted and incorporated a new philosophy that gave rise to modern natural law, they maintained a hostile attitude towards other modernist currents that were consolidating in Europe at the time.

Tomo 1. Páginas [169]-182

Tomo 1. Páginas [141]-156

No contiene resumen

This article offers a constructive critique of traditional teaching methods in legal education, focusing especially on the “master class”, based on the unilateral transmission of knowledge by the teacher. In this regard, the author argues that this method does not promote effective retention or the development of appropriate mental habits for the legal profession; rather, it contributes to a “distortion” of jurists. Instead, he advocates a transformation in the pedagogy of law, using techniques that diminish the “one man show” and encourage active participation and the development of critical skills. This entails a shift in the role of the law teacher: from being a mere transmitter of information to being a facilitator and advisor of learning. While acknowledging the challenges associated with transitioning to a more participatory pedagogy, the author considers it essential t...

The article focuses on the philosophy of law in 18th century Spain and how traditionalist and modernist schools of thought were reflected in and influenced it. The author notes that Spanish legal philosophy experienced a conflict between its markedly medieval origins and the growing modernism that sought to engulf it. In order to understand the importance of Spanish legal philosophy in the 18th century, the author describes how the key figures in Spanish legal philosophy of that period reacted to the European doctrines that emerged during the time, and what their analysis of those doctrines was. Although these legal philosopher ultimately accepted and incorporated a new philosophy that gave rise to modern natural law, they maintained a hostile attitude towards other modernist currents that were consolidating in Europe at the time.