Abstract

The article analyses the way of teaching the law commonly practiced in our universities, still strongly influenced by legal formalism and its methodological premises. These positions, despite being by now a minority approach at the legal theories, are perpetuated in legal education and in training professional lawyers (judges, lawyers) by a pedagogical method that favors abstract conceptualization of principles and rules over teaching legal practice, which remains basically a hermeneutic practice. The paper claims instead for a dialogic method in which teachers and students actually experience the interpretative practices that lead to the definition of the meaning of the legal rules, within the same "community of interpreters".