Educación legal y culturas jurídicas: comparación, trasplantes y resistencias

Rogelio Pérez Perdomo

doi:10.5354/0719-5885.2019.55305

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Comparative legal education and legal culture

Authors

Rogelio Pérez Perdomo Universidad Metropolitana

Vol. 6 No. 2 (2019)

https://doi.org/10.5354/0719-5885.2019.55305

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Abstract

In early 19th century the legal education in England and United States was in charge of the profession and the method was apprenticeship. On the contrary, the university law schools were in charge in continental Europe and Latin America. In 1870 Harvard Law School established a curriculum addressed to teach law as a science, as it was done in Germany. Dean Langdell designed a structure and invented the case method and class discussion as part of this project. The transplant had severe difficulties, the number of students dropped and the method was considered abominable, but 50 years later most law schools have adopted it in United States and later in other common law countries. By mid 20th century, Latin American law schools started looking at their United States counterparts and tried to transplant the case method. The transplant found stiff resistance, but by late 20th century many schools and professors have adopted a modified version of the case method and active class, but the resistance is still present. The article analyzes these histories, and the reason for resistance or success of these transplants.

Keywords:

Legal education common law, Legal education civil law., transplants, resistance

Author Biography

Rogelio Pérez Perdomo, Universidad Metropolitana

Master en Derecho de la Universidad de Harvard y Doctor en Ciencias, mención Derecho, de la Universidad Central de Venezuela. Es profesor en la Universidad Metropolitana y profesor jubilado de la Universidad Central de Venezuela. Desde 1998 es profesor visitante frecuente de la Escuela de Derecho de la Universidad Stanford.

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How to Cite

Pérez Perdomo, R. (2019). Comparative legal education and legal culture: trasplants and resistance. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 6(2), 21–36. https://doi.org/10.5354/0719-5885.2019.55305