Teaching without Lecturing: Law at the University Level
DOI:
https://doi.org/10.1344/re&d.v0i10.10708Keywords:
Coaching, Learning law, Teaching law, Socratic dialogue, Legal language, Legal concepts, Degree in TourismAbstract
Understanding of complex legal concepts by students who do not study a Law Degree is facilitated in a learning environment where the professor provides experience and provokes thought.
The results obtained from an experience in teaching innovation with students in the second year of the Degree in Tourism at the University of Zaragoza, during the academic year 2011-2012, in the class Commercial and Labor Tourism Law, corroborate the above statement.
Students learn only by thinking for themselves, and a way to help is causing them to reason about constructive experiences so that from their own reflection on them they identify relationships and contradictions, and then determine their meaning. Students who do not study a Law Degree usually do not have the same level of interest and motivation as the students who are at the Faculty of Law studying a Law Degree.
The coaching method provides the university professor with the tools to provide better teaching.
One tool is formulating challenging or destabilizing questions that encourage student reflection and exploration of areas previously unfamiliar to students with the aim of generating deep insight in a pleasant and collaborative learning environment.
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