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dc.contributor.authorBullard, Alfredo
dc.contributor.authorMacLean, Ana Cecilia
dc.date2021-11-25T13:36:34.000
dc.date.accessioned2021-11-26T12:31:08Z
dc.date.available2021-11-26T12:31:08Z
dc.date.issued2002-01-01T00:00:00-08:00
dc.identifieryls_sela/1
dc.identifier.contextkey1550221
dc.identifier.urihttp://hdl.handle.net/20.500.13051/17452
dc.description.abstractOn many occasions, law school makes students—and practicing lawyers—experience the same feeling produced by this anecdote (which, by the way, is real). There are questions and concepts taught at law schools, that don’t have any relationship with the real world or any practical use. But, additionally, these questions—irrespective of their lack of connection to the topic that was supposed to be the object of the exam—reflect the capacity of conceptualism to lead us to questions with no answer. It was evident that, after her answer to the first question, the student would be completely unable to answer the remaining questions. The game was not to find answers, but questions with no answer.
dc.subjectLegal teaching
dc.subjectius imperium
dc.subjectinterdisciplinarity
dc.subjectlegal skills
dc.subjectLaw of concepts
dc.titleLEGAL EDUCATION: “COFRADIA” OR “ARCHICOFRADIA”?
dc.source.journaltitleSELA (Seminario en Latinoamérica de Teoría Constitucional y Política) Papers
refterms.dateFOA2021-11-26T12:31:08Z
dc.identifier.legacycoverpagehttps://digitalcommons.law.yale.edu/yls_sela/1
dc.identifier.legacyfulltexthttps://digitalcommons.law.yale.edu/cgi/viewcontent.cgi?article=1000&context=yls_sela&unstamped=1


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