Constitutional Proceedings: A New Challenge for Georgian Legal Education

Abstract

Taking into account the Georgian reality, the traditionalism reigning in law, the often excessive reliance on learning/teaching and evaluation methods, the unconscious fear of novelty, significantly hinder the evolution of disciplines. However, legal education, like the law itself, is a dynamic process and should always be focused on development. From this point of view, teaching the discipline of constitutional proceedings in Georgia is characterized by a range of challenging aspects. The reason for this is the fact that it is often perceived as a substantive legal field, and the mentioned subject is mostly taught in majority of universities due to the changes of characteristics in different fields of law. In addition, the curriculum of the constitutional proceedings usually integrates issues of constitutional review or comparative constitutional justice, which may have problematic reverberations for the purposes of the “Characteristic of Educational Programs in different fields of law”. Because of this, its legal aspect and the peculiarities of educational studies are very relevant, which predetermine the proper delivery of this content and the achievement of appropriate results. Therefore, the paper will discuss both, the thematic side of the teaching of the constitutional proceedings and the issues, related to integration of the discipline of the constitutional proceedings in the curriculum.

Keywords

• educational curriculum
• learning outcomes
• teaching evaluation methods