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dc.contributor.authorEscobar Roca, Guillermo
dc.contributor.authorVillacorta Mancebo, Luis
dc.contributor.otherUniversidad de Cantabriaes_ES
dc.date.accessioned2013-08-13T12:50:34Z
dc.date.available2013-08-13T12:50:34Z
dc.date.issued2008
dc.identifier.issn1139-5583
dc.identifier.urihttp://hdl.handle.net/10902/2905
dc.description.abstractAll educational project is conditioned by at least three factors: the intellectual heritage received, the status of science is taught and where the teaching is done. The current limitations come mainly from the latter (the recurring crises of the University), but can be overcome with some effort of the teacher. The complexity of the current law on the one hand, and the strong political and ethical substrate of constitutional law, on the other hand, impose a specific form of education, focusing not on memorizing exhaustive of normative data, but on an understanding of the central categories of discipline and its context, looking especially to learn to legal reasoning but also critically. Compared to traditional techniques of teaching, based on the lecture, it must empower the student to study and think for itself, which requires pay greater attention to the practical classes, seminars, tutorials and continuous evaluationes_ES
dc.format.extent23 p.es_ES
dc.language.isospaes_ES
dc.publisherUNEDes_ES
dc.rights© UNEDes_ES
dc.sourceTeoría y realidad constitucional, ISSN 1139-5583, Nº 21, 2008 , págs. 307-329es_ES
dc.titleConsideraciones acerca de la enseñanza del Derecho Constitucional y alguna otra cuestión (de paso)es_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsopenAccesses_ES
dc.type.versionpublishedVersiones_ES


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