LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Opinião Jurídica (Fortaleza) |
Texto Completo: | https://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341 |
Resumo: | Objectives: We sought to study the main reflexes of the digital economy that influence legal education, and some of the operational suggestions that accompany criticisms of that process. To this end, some of the main suggestions made by experts in law and education to transform legal education in the face of the technological ubiquity scenario were observed. In a second moment, the transformations that higher education has been undergoing with the introduction of AI in the market and in universities were specifically analyzed. Finally, both the reflexes of AI in legal education and suggestions related to transformations that legal education must undergo were studied.Methodology: The hypothetical-deductive procedure method was used, with a qualitative and technical approach of bibliographic-documentary research, in this exploratory and interdisciplinary research.Results: It was identified that legal education will have to move away from a retrospective epistemological stance, and evolve towards a prospective and projective stance, incorporating knowledge from technological areas and quantitative methodologies, without neglecting the exercise of traditional normative skills, communicative and narrative values that are highly evaluated by law professionals, thus emphasizing the need to foster student creativity. It is also concluded that higher education courses should incorporate coding in their curricula, in parallel with encouraging students' creativity and their communicative skills — however, a regulation should be developed in parallel, which must take into account the ethical risks of the use of AI in teaching. Finally, it is clear that the legal professions are not yet under a very pressing possibility of substitution by AI, but universities must make students aware that there are specific tasks in the legal professions that may be replaced by AI tools in order to advise them to focus on tasks that cannot be replaced by machines. |
id |
CHRISTUS-2_fdd6f76ee2900891ccd809d8e30c7e7c |
---|---|
oai_identifier_str |
oai:ojs.unichristus.emnuvens.com.br:article/3341 |
network_acronym_str |
CHRISTUS-2 |
network_name_str |
Revista Opinião Jurídica (Fortaleza) |
repository_id_str |
|
spelling |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCEEDUCACIÓN JURÍDICA EN EL SIGLO XXI E INTELIGENCIA ARTIFICIALSociology of Law; Legal EpistemologyLegal education; Digitization; Artificial intelligenceEducación jurídica; Digitalización; Inteligencia artificialObjectives: We sought to study the main reflexes of the digital economy that influence legal education, and some of the operational suggestions that accompany criticisms of that process. To this end, some of the main suggestions made by experts in law and education to transform legal education in the face of the technological ubiquity scenario were observed. In a second moment, the transformations that higher education has been undergoing with the introduction of AI in the market and in universities were specifically analyzed. Finally, both the reflexes of AI in legal education and suggestions related to transformations that legal education must undergo were studied.Methodology: The hypothetical-deductive procedure method was used, with a qualitative and technical approach of bibliographic-documentary research, in this exploratory and interdisciplinary research.Results: It was identified that legal education will have to move away from a retrospective epistemological stance, and evolve towards a prospective and projective stance, incorporating knowledge from technological areas and quantitative methodologies, without neglecting the exercise of traditional normative skills, communicative and narrative values that are highly evaluated by law professionals, thus emphasizing the need to foster student creativity. It is also concluded that higher education courses should incorporate coding in their curricula, in parallel with encouraging students' creativity and their communicative skills — however, a regulation should be developed in parallel, which must take into account the ethical risks of the use of AI in teaching. Finally, it is clear that the legal professions are not yet under a very pressing possibility of substitution by AI, but universities must make students aware that there are specific tasks in the legal professions that may be replaced by AI tools in order to advise them to focus on tasks that cannot be replaced by machines.Objetivo: Se buscó estudiar los principales reflejos de la economía digital que inciden en la educación jurídica, y algunas de las sugerencias operativas que acompañan a las críticas a este proceso. Para ello, se observaron algunas de las principales sugerencias realizadas por los expertos en derecho y educación para transformar la educación jurídica ante el escenario de ubicuidad tecnológica. En un segundo momento, se analizaron específicamente las transformaciones que ha venido experimentando la educación superior con la introducción de la IA en el mercado y en las universidades. Finalmente, se estudiaron tanto los reflejos de la IA en la educación jurídica como las sugerencias relacionadas con las transformaciones que debe atravesar la educación jurídica.Metodología: Se utilizó el método de procedimiento hipotético-deductivo, con un enfoque cualitativo y técnico de investigación bibliográfico-documental, en una investigación de naturaleza exploratoria e interdisciplinaria.Resultados: Se identificó que la educación jurídica deberá alejarse de una postura epistemológica retrospectiva, y evolucionar hacia una postura prospectiva y proyectiva, incorporando conocimientos de áreas tecnológicas y metodologías cuantitativas, sin descuidar el ejercicio de las competencias normativas tradicionales y de los valores comunicativos y narrativos valorados por los profesionales del derecho, enfatizando así la necesidad de fomentar la creatividad de los estudiantes. También se concluye que los cursos de educación superior deben incorporar la programación en sus planes de estudio, en paralelo con el fomento de la creatividad de los estudiantes y sus habilidades comunicativas; sin embargo, se debe desarrollar una regulación en paralelo que tenga en cuenta los riesgos éticos de la aplicación de IA en la enseñanza. Finalmente, está claro que las profesiones jurídicas aún no se encuentran bajo una posibilidad muy apremiante de sustitución por IA, pero las universidades deben concienciar a los estudiantes de que existen tareas específicas en las profesiones jurídicas que pueden ser sustituidas por herramientas de IA para poder aconsejarles que se concentren en tareas que la máquina no pueda reemplazar.Instituto para o Desenvolvimento da Educacao (Centro Universitário Christus - Unichristus)Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS)Fornasier, Mateus de Oliveira2021-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArticleapplication/pdfapplication/xmlhttps://periodicos.unichristus.edu.br/opiniaojuridica/article/view/334110.12662/2447-6641oj.v19i31.p1-32.2021Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-322447-66411806-042010.12662/2447-6641oj.v19i31.2021reponame:Revista Opinião Jurídica (Fortaleza)instname:Centro Universitário Christus (Unichristus)instacron:UNICHRISTUSenghttps://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341/1320https://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341/1372GlobalPost-ModernityLiterature ReviewDireitos autorais 2021 Revista Opinião Jurídica (Fortaleza)http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2021-06-09T16:51:55Zoai:ojs.unichristus.emnuvens.com.br:article/3341Revistahttps://periodicos.unichristus.edu.br/opiniaojuridicaPRIhttps://periodicos.unichristus.edu.br/opiniaojuridica/oaiopiniaojuridica01@unichristus.edu.br || secretaria.oj@unichristus.edu.br2447-66411806-0420opendoar:2021-06-09T16:51:55Revista Opinião Jurídica (Fortaleza) - Centro Universitário Christus (Unichristus)false |
dc.title.none.fl_str_mv |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE EDUCACIÓN JURÍDICA EN EL SIGLO XXI E INTELIGENCIA ARTIFICIAL |
title |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE |
spellingShingle |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE Fornasier, Mateus de Oliveira Sociology of Law; Legal Epistemology Legal education; Digitization; Artificial intelligence Educación jurídica; Digitalización; Inteligencia artificial |
title_short |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE |
title_full |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE |
title_fullStr |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE |
title_full_unstemmed |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE |
title_sort |
LEGAL EDUCATION IN THE 21ST CENTURY AND THE ARTIFICIAL INTELLIGENCE |
author |
Fornasier, Mateus de Oliveira |
author_facet |
Fornasier, Mateus de Oliveira |
author_role |
author |
dc.contributor.none.fl_str_mv |
Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul (FAPERGS) |
dc.contributor.author.fl_str_mv |
Fornasier, Mateus de Oliveira |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Sociology of Law; Legal Epistemology Legal education; Digitization; Artificial intelligence Educación jurídica; Digitalización; Inteligencia artificial |
topic |
Sociology of Law; Legal Epistemology Legal education; Digitization; Artificial intelligence Educación jurídica; Digitalización; Inteligencia artificial |
description |
Objectives: We sought to study the main reflexes of the digital economy that influence legal education, and some of the operational suggestions that accompany criticisms of that process. To this end, some of the main suggestions made by experts in law and education to transform legal education in the face of the technological ubiquity scenario were observed. In a second moment, the transformations that higher education has been undergoing with the introduction of AI in the market and in universities were specifically analyzed. Finally, both the reflexes of AI in legal education and suggestions related to transformations that legal education must undergo were studied.Methodology: The hypothetical-deductive procedure method was used, with a qualitative and technical approach of bibliographic-documentary research, in this exploratory and interdisciplinary research.Results: It was identified that legal education will have to move away from a retrospective epistemological stance, and evolve towards a prospective and projective stance, incorporating knowledge from technological areas and quantitative methodologies, without neglecting the exercise of traditional normative skills, communicative and narrative values that are highly evaluated by law professionals, thus emphasizing the need to foster student creativity. It is also concluded that higher education courses should incorporate coding in their curricula, in parallel with encouraging students' creativity and their communicative skills — however, a regulation should be developed in parallel, which must take into account the ethical risks of the use of AI in teaching. Finally, it is clear that the legal professions are not yet under a very pressing possibility of substitution by AI, but universities must make students aware that there are specific tasks in the legal professions that may be replaced by AI tools in order to advise them to focus on tasks that cannot be replaced by machines. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-12 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341 10.12662/2447-6641oj.v19i31.p1-32.2021 |
url |
https://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341 |
identifier_str_mv |
10.12662/2447-6641oj.v19i31.p1-32.2021 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341/1320 https://periodicos.unichristus.edu.br/opiniaojuridica/article/view/3341/1372 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2021 Revista Opinião Jurídica (Fortaleza) http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2021 Revista Opinião Jurídica (Fortaleza) http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/xml |
dc.coverage.none.fl_str_mv |
Global Post-Modernity Literature Review |
dc.publisher.none.fl_str_mv |
Instituto para o Desenvolvimento da Educacao (Centro Universitário Christus - Unichristus) |
publisher.none.fl_str_mv |
Instituto para o Desenvolvimento da Educacao (Centro Universitário Christus - Unichristus) |
dc.source.none.fl_str_mv |
Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32 Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32 Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32 Revista Opinião Jurídica (Fortaleza); v. 19, n. 31 (2021); 1-32 2447-6641 1806-0420 10.12662/2447-6641oj.v19i31.2021 reponame:Revista Opinião Jurídica (Fortaleza) instname:Centro Universitário Christus (Unichristus) instacron:UNICHRISTUS |
instname_str |
Centro Universitário Christus (Unichristus) |
instacron_str |
UNICHRISTUS |
institution |
UNICHRISTUS |
reponame_str |
Revista Opinião Jurídica (Fortaleza) |
collection |
Revista Opinião Jurídica (Fortaleza) |
repository.name.fl_str_mv |
Revista Opinião Jurídica (Fortaleza) - Centro Universitário Christus (Unichristus) |
repository.mail.fl_str_mv |
opiniaojuridica01@unichristus.edu.br || secretaria.oj@unichristus.edu.br |
_version_ |
1797052897775583232 |