Critical cross‑field outcomes: a Rortian view on why and how to teach jurisprudence in South Africa in the 2010s
| dc.contributor.author | Roos, R. | |
| dc.date.accessioned | 2016-05-30T06:46:29Z | |
| dc.date.available | 2016-05-30T06:46:29Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | English: Higher education authorities strive towards a transformed, democratic, non‑racist, non‑sexist system which will, inter alia, promote a democratic ethos and human rights culture through educational programmes and practices that will foster creative thinking, cultural tolerance and a collective commitment to reach the ideals of a humane, non‑sexist and non‑racist society. The critical cross‑field outcomes that must be demonstrably achieved by any programme approved in terms of the National Qualifications Framework echo these ideals. Law faculties typically refer to their Jurisprudence modules to demonstrate compliance with the requirements that students should understand the world as a set of related systems and be sensitive to different cultures, meanings and perceptions across a range of social contexts. However, the design and presentation of such modules should be reconsidered. It is argued that the ideas of the liberal pragmatist Richard Rorty (1931‑2007) provide valuable insights into these aspects and that a new justification for inclusion of Jurisprudence in law curricula is, in fact, established through it. | en_US |
| dc.description.abstract | Afrikaans: Hoëronderwysowerhede moet streef na ’n getransformeerde, demokratiese, nie‑rassistiese, nie‑seksistiese stelsel wat onder meer ’n demokratiese etos moet bevorder deur opvoedkundige programme en praktyke wat kreatiewe denke, kulturele verdraagsaamheid en ’n kollektiewe verbondenheid tot ’n nie‑rassistiese, nie‑seksistiese samelewing sal kweek. Hierdie ideale word herhaal in die kritieke kruisvelduitkomste waarvan die bereiking gedemonstreer moet word alvorens enige program ingevolge die Nasionale Kwalifikasieraamwerk goedgekeur word. Regsfakulteite verwys tipies na hul Regsfilosofie‑modules wanneer daar bewys moet word dat studente die wêreld verstaan as ’n stel verwante sisteme en dat hulle sensitief is teenoor verskillende kulture, menings en persepsies in verskillende sosiale kontekste. Die ontwerp en aanbieding van sodanige modules moet egter heroorweeg word. Daar word geargumenteer dat die idees van die liberale pragmatis Richard Rorty (1931‑2007) waardevolle insigte bied in hierdie verband en dat daar inderdaad ’n nuwe regverdiging bestaan vir die insluiting van Regsfilosofie in regskurrikula | en_US |
| dc.identifier.citation | Roos, R. (2014). Critical cross‑field outcomes: A Rortian view on why and how to teach jurisprudence in South Africa in the 2010s. Journal for Juridical Science, 39(2), 1-22. | en_US |
| dc.identifier.issn | 0258-252X (print) | |
| dc.identifier.issn | 2415-0517 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/2558 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Law, University of the Free State | en_US |
| dc.subject | Curriculum change --South Africa | en_US |
| dc.subject | Rorty, Richard | en_US |
| dc.subject | Jurisprudence | en_US |
| dc.subject | Curriculum planning | en_US |
| dc.title | Critical cross‑field outcomes: a Rortian view on why and how to teach jurisprudence in South Africa in the 2010s | en_US |
| dc.type | Article | en_US |