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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.
Innovate and be disruptive in the classroom? Three strategies for the teaching learning of legal argumentation
Authors
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Hugo Manuel Camarillo Hinojoza
Universidad Autónoma de Ciudad Juárez
https://orcid.org/0000-0002-9934-545X
Abstract
Harvard and Stanford universities were not afraid to innovate in the teaching-learning of law decades ago (Pérez, 2018). The most outstanding thing is that they did it when no one was betting on the power of traditional, rote and reproductionist teaching-learning of the law. Law schools and professors cannot anchor ourselves in the past. This paper presents three innovative and disruptive strategies for the teaching-learning of the subject of Legal Argumentation developed in a formal course at the Universidad Autónoma de Ciudad Juárez (UACJ) located in Mexico. They correspond to an exploratory and descriptive study in which a qualitative methodology was used in the context of school ethnography. Participant observation was used to collect data. The epistemological support to document this teaching practice was the work of Elgueta and Palma (2021), since it is urgent to reflect on it and try to transform it in search of better learning. The three strategies documented here become relevant not only because of their disruptive nature, but also because they seek to strengthen some argumentative skills in students that they could put into practice in the future as legal professionals.
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