DOI•
La enseñanza del Derecho Romano a través de problemas
01 Jan 2010-Iss: 11, pp 11-19
TL;DR: The work of the Juridical Clinic for the Protection of the Infancy and the Adolescence of the Law Faculty of the University of Barcelona as mentioned in this paper has been described in detail.
Abstract: The purpose of the present document is to announce and share the experience of the work of the Juridical Clinic for the Protection of the Infancy and the Adolescence of the Law Faculty of the University of Barcelona; the aims and the methodology of work. In the frame of the Juridical Clinic, the students, of the last course of the Degree of Law, develop practices in a professional environment in order to acquire the competitions that they qualify for the exercise of the professions juridical; but not only that, the particular aim of our Clinic is to compromise the students with the defense of the people’s rights and the most vulnerable groups of our company. To such effect, we articulate a participative, collaborative work and in network between the own students, the teachers or academic tutors and the attorneys of the entities who take part in the Clinic. Between all, we unite efforts to advance in the study, the investigation and the defense of the rights of the children and the most vulnerable teenagers or in situation of social exclusion.
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TL;DR: In this paper, the authors investigate how universities, as transmitters of social awareness, should reflect the problem of inequality between the sexes in educational processes and reflect gender studies in managing knowledge through cross-curricular studies.
6 citations
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TL;DR: In this paper, aportar algunos materiales filmicos al objeto de que el profesorado pueda llevarlo a la practica en el contexto aulico y asi dar un toque de novedad que, sin lugar a dudas, llamara la atencion de los discentes por la materia.
Abstract: El cine constituye uno de los metodos mas poderosos de difusion del saber, promoviendo metodologias activas, y su entrada en los estudios de Derecho constituye una evolucion de las clases tradicionales, anteriores al EEES (Espacio Europeo de Educacion Superior), en las que el alumnado representaba el papel de un mero receptor de informacion. Con este trabajo pretendemos aportar algunos materiales filmicos al objeto de que el profesorado pueda llevarlo a la practica en el contexto aulico y asi dar un toque de novedad que, sin lugar a dudas, llamara la atencion de los discentes por la materia.
4 citations
15 Mar 2021
TL;DR: In this paper, the dominant pedagogical model in the academic programs of administration offered by the Universities attached to the Central Chapter of the Colombian Association of Faculties of Administration was analyzed.
Abstract: The objective of the article is to show the dominant pedagogical model in the academic programs of Administration offered by the Universities attached to the Central Chapter of the Colombian Association of Faculties of Administration. The study was developed in two phases: the first was to contrast the pedagogical models described in the Educational Projects of the Programs against the teaching practice, and the second was the characterization of the pedagogical features. Significant features of an inter structuring pedagogical model were evidenced.
2 citations
01 Jan 2011
2 citations
DOI•
05 Apr 2011TL;DR: In this article, the authors analyze the student's positive opinions and values rising from an experience of PBL and show how the PBL strategy improves their capacities in learning and solving out professional problems, and how this happen due to the facilitation of the peerinteraction and the possibility of having a clear action-oriented approach.
Abstract: Training professionals in Law has been traditionally developed according to different frames and kinds of learning experiences. Nevertheless, such span of learning potential and different professional frames has not been historically assumed by the Spanish universities who conducted a common curricular model, both centralized and focused mainly to a content memorization, according to a dogmatic interpretation of them. Despite the former, there are different qualitatively contrasted teaching strategies, which can be implemented in Law professional training. PBL is one of the best known approaches among them. In this paper different relevant issues giving teaching such approach are reviewed. The article analyzes the student’s positive opinions and values rising from an experience of PBL. Such values reflect its significant contribution to a deep learning and as a strategic way for enhancing their sense of professionalism. The students’ empirical data shows how the PBL strategy improves their capacities in learning and solving out professional problems. Thus, it seems to exert a positively impact in how manage their learning autonomy as students. The collected data shows how this happen due to the facilitation of the peer-interaction and the possibility of having a clear action-oriented approach.
2 citations
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01 Jan 2001
15 citations
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TL;DR: In this article, the authors examine the history and development of three law school clinical programs in Chile, from the time of their founding through 2000, and conclude that adult experiential learning is culturally transcendent.
Abstract: This article examines the history and development of three law school clinical programs in Chile, from the time of their founding through 2000. The three programs - the University of Chile Law School, the Catholic University of Chile Law School and the Diego Portales Law School - are also studied in the broader legal and political cultures of Chile and the structure and profile of university education there. The structures and operation of the three clinics are examined in significant detail in part to provide a model for other clinical programs in the global South. Some broader questions about clinical legal education in countries in political transition are also addressed, such as whether clinics there meet legitimate educational objectives, and whether clinic students are trained for what lawyers do in Chile. The article concludes that adult experiential learning is culturally transcendent. Finally, it explores the tensions in the justice mission of clinics, particularly during times of great political repression and later transition to democracy.
15 citations
Posted Content•
TL;DR: A 1996 survey conducted by the American Bar Association (ABA) Section on International Law and Practice found that law schools are responding to the demand for global relevance in legal studies by offering multiple and diverse courses in international and comparative law.
Abstract: ... Globalization may be taken for granted, but is the U.S. legal profession prepared? A 1996 survey conducted by the American Bar Association (ABA) Section on International Law and Practice found that law schools are responding to the demand for global relevance in legal studies by offering multiple and diverse courses in international and comparative law. ... The theme of the American Association of Law Schools (AALS) 2003 Annual Meeting was Legal Education Engages the World; and the Spring 2003 Meeting of the ABA Section on International Law and Practice was titled, Practicing Law - Inescapably Global. ... The law school clinic is a particularly effective medium for teaching international human rights lawyering. ... In the 1980s and early 1990s, following the important ABA report of the Task Force on Law Schools and the Profession, known as the MacCrate Report after the committee chairperson, clinical legal education experienced a shift away from a justice mission and towards an emphasis on lawyering skills such as interviewing, negotiation, oral advocacy, and brief writing. ... The hybrid model reflects a certain logic from the clinical point of view, particularly if the program embraces the principle that client-centered lawyering is the ideological core of clinical [legal] education. ... But it also reflects the contrast between the client services lawyering model (embodied, for example, in the American University/Washington College of Law Human Rights Clinic) and the human rights advocacy model (embodied, for example, in Yale's Lowenstein Clinic or the Harvard Human Rights Program). ...
15 citations
01 Jan 2011
TL;DR: The Spanish University must meet the new European approaches and respond to current a social demand that inevitably leads to have to change certain habits that have been put in place in the way of doing university teaching and learn in college.
Abstract: Higher education has among its aims to prepare students for the
knowledge society, providing the tools to facilitate their insertion into the
working world and lay the foundation for learning throughout life.
At present, the Spanish University must meet the new European approaches
and respond to current a social demand that inevitably leads us to have to
change certain habits that have been put in place in our way of doing university
teaching and learn in college. Undoubtedly, one of those habits is related to the
use and educational value has been having mentoring university in our crowded
university model.
14 citations
Posted Content•
TL;DR: In this paper, the authors show that clinical human rights education can be regarded as a successful method that enjoys availability, accessibility, acceptability and adaptability, and highlight that this method is practical and low cost and can meet the criteria of satisfaction, permanence and frequency of training.
Abstract: Previous research has demonstrated that human rights education has an essential role in promotion of human rights and access to justice in societies. However, human rights are still facing serious challenges most of which arise from lack of effective educational methods. Our research shows that legal clinics of law schools can play an important role in dealing with the challenges and enhancing human rights education. The findings indicate clinical human rights education can be regarded as a successful method that enjoys availability, accessibility, acceptability and adaptability. In addition, the results highlight that this method is practical and low cost and can meet the criteria of satisfaction, permanence and frequency of training.
12 citations