Bauhaus y Derecho Internacional Público : reflexiones sobre la transmisión del conocimiento en este ordenamiento
Abstract: The Bauhaus, a typical example of a democratic school, was founded on the principle of collaboration between teachers and students. It emerged as a small but complete social organism with an aspiration of perfect unity between the productive system and the didactic method. In this context,...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Universidad de Buenos Aires. Facultad de Derecho. Dirección Carrera y Formación Docente
2020
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| Acceso en línea: | http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=cfdocente&cl=CL1&d=HWA_4226 http://repositoriouba.sisbi.uba.ar/gsdl/collect/cfdocente/index/assoc/HWA_4226.dir/4226.PDF |
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| Sumario: | Abstract: The Bauhaus, a typical example of a democratic school, was founded on the principle of collaboration between teachers and students. It emerged as a small but complete social organism with an aspiration of perfect unity between the productive system and the didactic method. In this context, the active participation of students, with the right to vote and debate, was combined with the active-receptive discipline that teaching understood as the result of a wide set of technical and formal experiences. The volatility of sensations that could arise from such experiences seems very far from the field of Law, where a long series of arguments and preconceived ideas about apparent positivisms and strict formalities, build the appearance that the Law is a very reduced field, hostile to the Bauhaus. Could the teaching of International Public Law - field with a constant tension between parataxis and hypotaxis - be the most propitious field for the development of new pedagogies that aspire to achieve that the performance of the individual emanates from a fair balance between the formal work and the creativity? Is a fair proportion possible between questioning, creativity and educational experimentation, with a view to obtaining a new way of teaching International Law? Can we as transmitters of information, in this advanced, agile and unpredictable world, combine with ductility new teaching experiences and assume circumstances that allow us to innovate and perfect these techniques to respond to new challenges? |
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