La pedagogía en el derecho síntesis entre técnica, pasión y apostolado

Abstract

This paper reflects on the need for methodological and epistemological adaptation within the legal training and teaching process in Colombia, arguing for the integrative potential of technique, passion, and a pedagogical apostolate. It examines the traditional teaching model, which positions the educator as the central active factor while relegating the student to the role of a passive and insensitive recipient. From a contemporary perspective, this study proposes the figure of the “coach” for the teacher and the “intellectual athlete” for the student, aiming primarily at the construction of critical and original knowledge. The text employs a disruptive argumentative core comparing Law and Music, focusing on elements such as rigor, mysticism, and the possibility of interpretative performance. This approach transcends the simple mechanical exegesis of legal norms, paralleling the interpretation or execution of a musical score. Drawing upon the theses of Habermas and Dworkin, the reflection delves into the concept of the “social score,” which acquires life and legitimacy through dialogue and consensus in the pursuit of institutional and social harmony. Furthermore, the study addresses the necessity of incorporating innovative strategies and contemporary visions into the teaching process to mitigate the information overload and dehumanization caused by technological immediacy. The document highlights the pedagogy of alterity and the humanist paradigm as the cornerstones for training jurists endowed with ethical responsibility, social commitment, and the capacity to interpret and transform realities in favor of the common Good.