Perspectives on Teaching International Law and Academic Freedom in the Shadow of Primakov’s Legacy
Perspectives on Teaching International Law and Academic Freedom in the Shadow of Primakov’s Legacy
Author(s): Vesna PoposkaSubject(s): Education, Law, Constitution, Jurisprudence, History of Law, Constitutional Law, Civil Law, International Law, Human Rights and Humanitarian Law, School education, Adult Education, Higher Education , History of Education, Educational Psychology, State/Government and Education, Sociology of Education, Comparative Law, Pedagogy
Published by: Institute for Research and European Studies - Bitola
Keywords: Teaching International Law; Students’ Motivation; Primakov’s Legacy; Academic Freedom; Humboldtian Educational Model
Summary/Abstract: In an era marked by global deceit, the teaching of international law is more crucial than ever to safeguard the world and humanity. Following the escalation of conflicts in Ukraine and the Middle East, widespread skepticism about the relevance of international law has emerged. The primary research problem addresses how geopolitical disturbances may distort students’ motivation and understanding of international law and its practical application. Geopolitical conflicts and power struggles, influenced by the legacy of Yevgeny Primakov, shape the interpretation and enforcement of international law while also threatening academic freedom. This article aims to propose a solution by advocating for a shift toward the Humboldtian educational model, utilizing a complex methodology and an interplay of variables primarily framed as socio-legal research.
Journal: Journal of Legal and Political Education
- Issue Year: 1/2024
- Issue No: 2
- Page Range: 20-37
- Page Count: 18
- Language: English
