Thinking like a lawyer: experiencias didácticas en el aula para fortalecer la formación de un abogado

Jorge Baraona; Janet Cadiz; Olga Villanueva

doi:10.5354/0719-5885.2015.38144

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Thinking like a lawyer

Authors

Jorge Baraona Universidad de Los Andes
Janet Cadiz Universidad de Los Andes
Olga Villanueva Universidad de Los Andes

Vol. 2 No. 2 (2015)

https://doi.org/10.5354/0719-5885.2015.38144

Abstract

The formation of a lawyer has been traditionally based on the management of a wealth of information from doctrinal texts, with little or no connection with the real situations that a lawyer will have to deal with in his or her professional life, such as discussing problems face to face with clients or working in the court. Directly related to this type of training we find that the way in which law has been taught has a marked emphasis on lecture‟s contents rather than using that content in real situations associated with what actually a lawyer does at work.Considering the above, the purpose of this article is to analyze the importance of teaching law in a dynamic and proactive way. It also presents classroom learning experiences that contribute to enhance lawyer‟s formation, from the perspective of a focused learning methodology. Thus, we describe and analyze evidence of the use of Problem Based Learning (PBL), Question Method and Case Method, applied to real situations that arise in practice as a lawyer.

Keywords:

Learning law, PBL, Case method, critical thinking

Author Biographies

Jorge Baraona, Universidad de Los Andes

Abogado, Licenciado en Derecho de la PUC, y Doctor en Derecho de la Universidad de Navarra. Ex Decano y actual profesor de la Facultad de Derecho de la Universidad de los Andes (Chile)

Janet Cadiz, Universidad de Los Andes

Licenciada en Educación, Universidad Católica Raúl Silva Henríquez//IPES Blas Cañas/ Magíster en Ciencias de la Educación, Mención Evaluación, Pontificia Universidad Católica de Chile, Ph D in Education Research, Methodology Evaluation and Measurement, University of California, Los Angeles, UCLA

Olga Villanueva, Universidad de Los Andes

Magister en Ciencias de la Educación de la Pontificia Universidad Católica de Chile, Licenciada en Psicología y Pedagogía de la Universidad Pedagógica de Bogotá, profesor Universidad de los Andes.

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How to Cite

Baraona, J., Cadiz, J., & Villanueva, O. (2015). Thinking like a lawyer: Teaching experiences in the classroom to enhance the formation of a lawyer. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 2(2), Pág. 44–54. https://doi.org/10.5354/0719-5885.2015.38144