Abstract

For the past fifteen years or so, the topic concerning how jurists are educated has aroused particular interest within the French-speaking legal culture, which has developed innovative proposals from which Italian jurists could draw useful insights. In France, after the flare-up of the «restless jurists» – who, in the late nineteenth and early twentieth centuries, dragged the educational model of the École de l’Exégèse into the dock – the passion for the issue of law-teaching was rekindled following the entry of Sciences Po’s École de Droit into the Parisian «market» of legal education. On one side, for example, the École of Sciences Po’s model – where law teaching is concentrated in just two years – focuses on an interdisciplinary education open to the humanities and social sciences and on an interactive and case-based teaching method which includes the participation of practicing lawyers. The University of Luxembourg, on the other, has been offering, since 2014, a three-year transnational bachelor’s degree inspired by the «trans-systemic» model of McGill University. The choice of a radical denationalization of law-teaching entails a reversal of the traditional teaching method: the starting point is no longer the answers provided by national law, but the questions that arise from facts that are not yet legally qualified. The different answers of the various legal systems are provided only later in the form of typologies, within which national law will then be situated.