Outlining a wide range of instructional strategies for different student audiences,
Teaching International Law presents guidelines and recommendations on best practices for teaching public international law at undergraduate and postgraduate levels, as well as within law schools and legal training programs.
The book provides an incisive exploration of assessment mechanisms including examinations and coursework, classroom strategies such as case studies and the Socratic method, course content, and theory, all in the context of Blooms Taxonomy. Paul F. Diehl and Charlotte Ku note the differences between the US and European or Asian models of teaching international law at the undergraduate level, graduate degree programs, and specialty LLM degrees. They also cover the teaching of specialized courses in international law such as human rights, trade, the environment, and criminal law.
Based on over 40 years of experience in teaching international law, this is an essential resource for instructors of courses in public international law, as well as criminal law and justice, international commercial law, international economic law and trade law, and global and transnational law. It is also beneficial for instructors of law school courses and professional law courses in international law.
Outlining a wide range of instructional strategies for different student audiences, Teaching International Law presents guidelines and recommendations on best practices for teaching public international law at undergraduate and postgraduate levels, as well as part of law schools and legal training programs.
