El ocaso del profesor Binns. Un ensayo acerca de la enseñanza del derecho en Chile
El ocaso del profesor Binns. Un ensayo acerca de la enseñanza del derecho en Chile
Authors
Authors
Date
2015-07-28
Datos de publicación:
Ius et Praxis, Vol.11, N°1, 133-172, 2005
Keywords
Metodología - Enseñanza del derecho - Currículum
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Abstract
La manera habitual de abordar la enseñanza el derecho en nuestro país presenta fuertes deficiencias sobre las que periódicamente distintos autores llaman la atención. En este artículo tales deficiencias son relacionadas con los currículos, la metodología de enseñanza y los mecanismos de evaluación de los aprendizajes. Una vez hecha la clarificación relativa al escenario ante el cual estamos operando, se exploran algunas de las razones que explicarían la relativamente sorprendente pervivencia de prácticas pedagógicas obsoletas, habida consideración de las competencias que serían esperables de parte de los recién licenciados en ciencias jurídicas. Además de plantearse argumentos tales como la carencia de un modelo educativo que pueda ser fácilmente visualizado como reemplazante del actualmente imperante, se sugiere que la resistencia al cambio estaría relacionada con una concepción de los estudiantes como recipientes a ser llenados, incapaces para negociar significados. Considerando que los futuros abogados debieran estar adecuadamente preparados para operar en una sociedad cambiante, lo que implica la capacidad de autoaprendizaje y el dominio de una serie de competencias que van más allá de la mera memorización de información, se sugieren cambios en la manera de abordar el proceso de enseñanza aprendizaje con miras a aprovechar adecuadamente las potencialidades de los estudiantes, lo que implica pasar a verlos como sujetos capaces para construir nuevos conocimientos y de hacerse cargo de los ya acumulados.
The traditional way of teaching law in Chile presents grave deficiencies which are periodically analyzed by different authors. In this article, those deficiencies are related to the curricula, the teaching methodology and the mechanisms for assessing learning. Once the scenario is set, the reasons for the rather perplexing persistence of obsolete pedagogical practices are examined, in light of the competences to be expected of a law graduate. Aside from arguments such us the lack of a new educational model to replace the one in use, it is suggested that the resistance to adopt a new model is related to the idea that students are to be instructed, rather than educated. It is important to keep in mind that future lawyers ought to be prepared to work in a changing society. This implies that they must have self-learning capacity besides the development of certain competencies which go beyond rote learning. New ways of approaching the learning process are suggested that aim at getting the most out of student potential, which require that students be seen as persons capable of constructing knowledge and responsible for that already acquired.
The traditional way of teaching law in Chile presents grave deficiencies which are periodically analyzed by different authors. In this article, those deficiencies are related to the curricula, the teaching methodology and the mechanisms for assessing learning. Once the scenario is set, the reasons for the rather perplexing persistence of obsolete pedagogical practices are examined, in light of the competences to be expected of a law graduate. Aside from arguments such us the lack of a new educational model to replace the one in use, it is suggested that the resistance to adopt a new model is related to the idea that students are to be instructed, rather than educated. It is important to keep in mind that future lawyers ought to be prepared to work in a changing society. This implies that they must have self-learning capacity besides the development of certain competencies which go beyond rote learning. New ways of approaching the learning process are suggested that aim at getting the most out of student potential, which require that students be seen as persons capable of constructing knowledge and responsible for that already acquired.