La formación profesional del abogado y la retórica
The aim of this paper is to examine the possibilities offered by rhetoric as a pedagogical resource to develop necessary language skills for judges and lawyers, for them to have an efficient performance in an oral judgement in a way that allows for a change in this practice. A central argument is...
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2019
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=9054671 |
| Source: | Misión Jurídica: Revista de derecho y ciencias sociales, ISSN 1794-600X, Vol. 12, Nº. 17, 2019 |
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Misión Jurídica: Revista de derecho y ciencias sociales, ISSN 1794-600X, Vol. 12, Nº. 17, 2019
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Spanish
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Professional formation
legal rhetoric language pedagogy linguistic skills Formación profesional derecho retórica lenguaje pedagogía habilidades lingüísticas formação profissional direito retórica idioma pedagogía competências competências linguísticas |
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Professional formation
legal rhetoric language pedagogy linguistic skills Formación profesional derecho retórica lenguaje pedagogía habilidades lingüísticas formação profissional direito retórica idioma pedagogía competências competências linguísticas Farfán Mejía, Enrique Muñozcano Eternod, Antonio Perdomo Zambrano, Luis Alfonso La formación profesional del abogado y la retórica |
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The aim of this paper is to examine the possibilities offered by rhetoric as a pedagogical resource to develop necessary language skills for judges and lawyers, for them to have an efficient performance in an oral judgement in a way that allows for a change in this practice.
A central argument is that rhetoric is the judge's professional language and, appropriating a new language during training means a cultural change.
To demonstrate the above, since Wittgenstein (1953), the role of language is analyzed in professional training and concept of "professional language" is proposed. Subsequently rhetoric is vindicated, pointing out the role various thinkers played in discrediting it, as in the case of Plato (Lara, 2008).
At the end a historical recount of lawyers’ professional training is made to show that rhetoric was part of it and pedagogical suggestions are made supported by personal experience on training jurisdictional and judicial rhetoric at the Superior Court of Justice in Mexico City (TSJCDMX).
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| format |
Article
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| author |
Farfán Mejía, Enrique
Muñozcano Eternod, Antonio Perdomo Zambrano, Luis Alfonso |
| author_facet |
Farfán Mejía, Enrique
Muñozcano Eternod, Antonio Perdomo Zambrano, Luis Alfonso |
| author_sort |
Farfán Mejía, Enrique
|
| title |
La formación profesional del abogado y la retórica
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| title_short |
La formación profesional del abogado y la retórica
|
| title_full |
La formación profesional del abogado y la retórica
|
| title_fullStr |
La formación profesional del abogado y la retórica
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| title_full_unstemmed |
La formación profesional del abogado y la retórica
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| title_sort |
la formación profesional del abogado y la retórica
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| publishDate |
2019
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| url |
https://dialnet.unirioja.es/servlet/oaiart?codigo=9054671
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1798629279145132032
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dialnet-ar-18-ART00016186922023-08-23La formación profesional del abogado y la retóricaFarfán Mejía, EnriqueMuñozcano Eternod, AntonioPerdomo Zambrano, Luis AlfonsoProfessional formationlegalrhetoriclanguagepedagogylinguistic skillsFormación profesionalderechoretóricalenguajepedagogíahabilidades lingüísticasformação profissionaldireitoretóricaidiomapedagogíacompetênciascompetências linguísticasThe aim of this paper is to examine the possibilities offered by rhetoric as a pedagogical resource to develop necessary language skills for judges and lawyers, for them to have an efficient performance in an oral judgement in a way that allows for a change in this practice. A central argument is that rhetoric is the judge's professional language and, appropriating a new language during training means a cultural change. To demonstrate the above, since Wittgenstein (1953), the role of language is analyzed in professional training and concept of "professional language" is proposed. Subsequently rhetoric is vindicated, pointing out the role various thinkers played in discrediting it, as in the case of Plato (Lara, 2008). At the end a historical recount of lawyers’ professional training is made to show that rhetoric was part of it and pedagogical suggestions are made supported by personal experience on training jurisdictional and judicial rhetoric at the Superior Court of Justice in Mexico City (TSJCDMX).O objetivo deste trabalho é examinar as possibilidades de aprendizagem da retórica como recurso pedagógico para aprendizagens de habilidades lingüísticas necessárias para o desempenho eficiente juízes e advogados nos processos orais, de maneira que este permita a mudança na prática. O argumento central é que a retórica é a linguagem profissional do advogado e a abordagem de uma nova linguagem, durante a formação, significa uma troca cultural. Para demonstrar o anterior, desde Wittgenstein (1953), é analisado o papel da linguagem na formação profissional e propõe-se o conceito de “linguagem profissional”. Mais tarde, a retórica foi vindicada, apontando o papel desempenhado por vários pensadores em descreditar-la, como foi o caso com Platão (Lara, 2008). No final, é feita uma conta histórica da formação profissional do advogado para demonstrar que a retórica fazia parte dela e sugestões pedagógicas são feitas com base na experiência vivida formando na retórica judicial e judicial no tribunal Superior de Justiça da cidade do México (TSJCDMX). El objetivo de este trabajo es examinar las posibilidades que brinda la retórica como recurso pedagógico para desarrollar habilidades lingüísticas necesarias para el eficiente desempeño de los jueces y abogados en los juicios orales, de manera que esta permita el cambio en la práctica. El argumento central es que la retórica es el lenguaje profesional del abogado y que apropiarse de un nuevo lenguaje, durante la formación, significa un cambio cultural. Para demostrar lo anterior, desde Wittgenstein (1953), se analiza el papel del lenguaje en la formación profesional y se propone el concepto de “lenguaje profesional”. Posteriormente se vindica la retórica, señalando el papel que jugaron diversos pensadores en desacreditarla, como fue el caso de Platón (Lara, 2008). Al final se hace un recuento histórico de la formación profesional del abogado para mostrar que la retórica formaba parte de esta y se hacen sugerencias pedagógicas sustentadas en la experiencia vivida formando en retórica jurisdiccional y judicial en el Tribunal Superior de Justicia de la Ciudad de México (TSJCDMX).2019text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=9054671(Revista) ISSN 1794-600XMisión Jurídica: Revista de derecho y ciencias sociales, ISSN 1794-600X, Vol. 12, Nº. 17, 2019spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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