Máscaras mortuorias y máscaras profesionales: comunidad, valores y ética en la educación jurídica.


  • Paul Maharg Australian National University College of Law



Palabras clave:

Formación jurídica, diseño curricular, profesionalidad, simulación, SIMPLE, teoría de la respuesta lectora, comunidades de aprendizaje, ética jurídica


Este artículo es un estudio de caso sobre la simulación como vía para el aprendizaje de valores y ética, un enfoque aplicado a lo largo de todo el currículo en un programa de postgrado de formación profesional en Derecho, el Diploma en Práctica Profesional, en Escocia. Comprende aprendizaje presencial con el uso tanto de recursos convencionales impresos como de recursos digitales en línea. Aunque el uso de la web para simular un entorno profesional no es nuevo en si mismo, es la primera vez que se lleva a cabo íntegramente su implementación en una escuela de Derecho (primero en la Glasgow Graduate School of Law y posteriormente en la Strathclyde Law School). El artículo explora la génesis del enfoque, sus bases interdisciplinares, y su uso en distintas escuelas de Derecho, así como sus efectos en la creación de comunidades de aprendizaje y en la tarea de facilitar la autorevelación ética.


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Biografía del autor/a

Paul Maharg, Australian National University College of Law

Paul Maharg (MA (Hons) Class 1, PhD, PGCE, Dip Ed, LLB) is Professor of Law in the ANU College of Law, Canberra, and is currently setting up a legal education centre in the College. He is also part-time Professor of Law at Nottingham Law School. Prior to this he was a Professor of Legal Education at Northumbria University School of Law; and Professor of Law in the Glasgow Graduate School (GGSL), University of Strathclyde. At Strathclyde he was Co-Director of Legal Practice Courses, and Director of the innovative Learning Technologies Development Unit at the GGSL, as well as Director of the two-year, JISC/UKCLE-funded project, SIMPLE (SIMulated Professional Learning Environment – http://simplecommunity.org) and consultant to the JISC/HEA Simshare project (http://www.simshare.org.uk). His authored and edited books include Transforming Legal Education: Learning and Teaching the Law in the Early Twenty-first Century (2007, Ashgate Publishing), Digital Games and Learning (2011, Continuum Publishers), Affect and Legal Education: The Impact of Emotion on Learning and Teaching the Law (2011, Ashgate Publishing), and The Arts and the Legal Academy: Beyond Text in Legal Education (2012, Ashgate Publishing). He is co-editor of two book series (Digital Games and Learning, Routledge Publishing, and Emerging Legal Education, Ashgate Publishing) and has published widely in the fields of legal education and professional learning design (http://ssrn.com/author=272987). He was a member of the Legal Education & Training Review Group (LETR – http://letr.org.uk) in England and Wales. His specialisms include international and interdisciplinary educational design, and the use of technology-enhanced learning at all levels of legal education. He was appointed a Senior Fellow of the Higher Education Academy (2007), a National Teaching Fellow (2011), and a Fellow of the RSA (www.thersa.org). He holds Visiting Professorships at Hong Kong University Faculty of Law and Griffith University Law School, and is 2014 Distinguished Professor of Teaching and Learning at Denver University Law School. He blogs at http://paulmaharg.com.


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