by PhD. Jesús García Cívico
Universitat Jaume I (Spain)
Public Law Department
Philosophy of Law Area
The purpose of our poster presentation is twofold: First, we seek to examine some pedagogical trends for teaching subjects in philosophy of law area in wich the main methodology has to do with open, oral discussion regarding political, moral or ethics issues.
Theory of Justice - Political Theory, Philosophy of Law, are both fields where the employ of a combination of case-based and theory based materials is usually related to concrete and actual legal practice. Discussions of particular images that illustrate legal, political or ethical issues seems also a valid way to provoke further debate amongst the students and established scholars alike. Some kind of photos, documentals, sculptures, buildings images as well as films allow students to apply the readings and theory seen before or during the classes in a wide debate. However, even if this last methodology it is not so recent, it is seems still necessary thinking about the best way to using films and debates in ways that are pedagogically useful.
So, this the second purpose of our poster presentation, in this we seek to examine some questions: what is gained (and/or lost) from showing images in philosophy of law and or political, moral philosophy classes, how to improve the curiosity of the students about the law and the justice relationship in society without sacrificing philosophical and or legal content and later, how to evaluate after using pedagogical techniques (debates, images, art, architectural, film discussions, etc.) for teaching ethics or law philosophy through images. We will argue that the best way to get the purposes is focusing in how the students can learn and in this meaning a good way is getting firstly a natural critic learning environment. We will give reasons about why it could be better think that theory, lessons plans and lecture notes mattter less that an acurate comprehension of the subjet and value human learning. The main question would be how to engage and challenge students, as a first part of the pedagogical techniques for teaching law philosophy, how to provoke impassioned responses regarding law and justice as a way to discover new ideas and the depth of the students own potential.
