Training European lawyers in the knowledge-based society

Abstract

Universities have tended to direct the efforts of their teachers towards research in the belief that quality teaching is necessarily the result of rigorous research. If they are to achieve this rigor, researchers must master the different scientific methods used within their discipline and use the one most appropriate to their objectives in each project. In their teaching, however, university instructors often fall back on their own experience and mere intuition. It is our contention that, in the field of law, the teaching process also requires an indepth analysis of method. We must, therefore, begin to research our own instructional method in order to develop a methodology appropriate to our teaching objectives.