@misc{10818/35967,
year = {2018},
url = {http://hdl.handle.net/10818/35967},
abstract = {The case-method became the main methodology for achieving significant learning
outcomes in Law. The pedagogical and didactical advantages of this method for legal
disciplines, such as criminal law, civil law, and contracts are well known. Nevertheless,
the educational contributions of the case method for jurisprudence, legal theory or
the philosophy of law are less examined. In this article, I will maintain that case method
can actually make a significant contribution to teach and learn philosophy of law in
the Latin-American educational context. I will argue the former by highlighting some
preconditions for a meaningful learning and teaching experience on philosophical
problems through case-method. Later, I will present three challenges of case-method
education applied to the philosophy of law; that is, (a) recruitment of highly qualified
teachers; (b) training on this teaching methodology, considering the peculiarities of
legal philosophy; (c) considerations for implementing the case-method in large courses.},
publisher = {Revista de Estudos Constitucionais, Hermenêutica e Teoria do Direito (RECHTD)},
keywords = {Case method},
keywords = {Legal training},
keywords = {Legal philosophy},
keywords = {Active learning methodology},
title = {The teaching of Philosophy of Law and the Case-Method: Some considerations on its challenges in Latin America},
doi = {10.4013/rechtd.2018.102.02},
author = {Laise, Luciano Damián},
}