The research project takes its cue from the ongoing debate on the reform of law studies and aims to reflect on the
most effective methodologies for teaching law, moving within the theoretical framework of a new “technological humanism” and
having in mind the destination of educational activities to the generations of digital natives. The context appears favorable, especially
considering the recent establishment of “Didactics of Law” courses, significantly hinged in SSD IUS/20.
The project takes as its starting point an investigation into the merits and limitations of traditional law didactics, the visions of law and
justice to which it is related, and the relationship between orality and writing that characterizes it (frontal and unidirectional lectures, delivery of
theoretical information, learning mediated by textbooks that tend to be exhaustive). The partial lack of effectiveness of
such an approach, widely found in practice, will be the subject of specific diagnosis as to its causes and keeping in mind,
also thanks to empirical analyses carried out with the help of psychologists and pedagogues involved as consultants in the project, the specificities of
cognitive and heuristic processes of the digital generations.
This constitutes the premise for a reflection, by the research team, on the possible integration of methodologies, techniques and
contexts in the jurist training process. These objectives will be theorized and tested by looking to the past and
turning to the future, thus analyzing emblematic educational models adopted in history, in order to place the ancient
liberal arts in dialogue with the innovative digital arts of jurisprudence, so as to identify models suitable for engaging learners in a fully inclusive educational
process.
The category of inclusion constitutes the key to interpreting the project in several respects: from the way in which the student participates
in the training experience, also making use of digital innovation tools; to the spatial context in which it takes place, e.g.
example in places that allow ‘immersive’ involvement; to the possibility that training - in implementation of the objectives
of the c. so-called “Third Mission” of the University - takes shape thanks to a direct contact with concrete cases in which the demands of
justice, especially in situations-limits of social life (the disabled person, the prisoner, the migrant) demand that the law be called to
guarantee from the risk of exclusion.
The investigation of inclusive and participatory models of education will be conducted in adherence to the PNRR lines, particularly mission 1
“Digitalization, innovation, competitiveness, culture and tourism” and mission 4 “Education and research.” The theoretical approach outlined above
will be tested through practices and experiences returned by the clinical-legal method, already adopted at
partner universities.