@article{Johansen_2016, title={”Hvad angår det mig som jurist?” - refleksion over jurastuderendes møde med nye fagligheder}, volume={11}, url={https://tidsskrift.dk/dut/article/view/23043}, DOI={10.7146/dut.v11i21.23043}, abstractNote={Jurastuderende på danske universiteter bliver i stigende grad introduceret for tværfaglig undervisning, som giver dem mulighed for at kunne reflektere over deres fag udefra. Mange jurastuderende møder dog disse kurser med en stærk monofaglig forståelse opnået gennem deres hidtidige jurastudium. Deres læreproces i løbet af kurserne er derfor afhængig af undervisers håndtering af denne allerede etablerede jurafaglige identitet. Med udgangspunkt i Steen Becks sammentænkning af læringsteoretikerne Jean Piaget og Lev Vygotsky argumenterer denne artikel for, at tværfaglig undervisning på jurastudiet indebærer mere end blot at lære ny teori og nye metoder; den forudsætter også aflæring af de faglige forståelser, som særligt skygger for at kunne inddrage andre discipliner end den juridiske. Artiklen beskriver denne balance mellem aflæring og nylæring gennem en refleksion over min undervisning på et obligatorisk bachelorfag samt et kursusfag på kandidatuddannelsen ved Det Juridiske Fakultet, Københavns Universitet. Disse kurser har forskellige betingelser i forhold til den undervisningstid, der kan allokeres til de studerendes arbejde med nye metodiske tilgange. Ud over disse organisatoriske forskelle har det dog også vist sig, at undervisers anvendelse af de første undervisningsgange kan være afgørende for de studerendes læreproces, samt at metakommunikation om aktiviteterne bør være meget tydelig. Law students at Danish universities are increasingly being introduced to interdisciplinary teaching that allows them to reflect on their subjects from an outside perspective. Many law students, however, approach these courses with a strong mono professional understanding obtained through their law studies. Consequently, their learning process during these courses is dependent on the teacher’s handling of this already established legal professional identity. Based on Steen Beck’s fusion of educational theorists Jean Piaget and Lev Vygotsky, this article argues that interdisciplinary teaching at law school entails more than learning new theory and new methods: it equally requires unlearning some of the professional understandings that prevent students from relating to other disciplines than law. The article describes this balance of ‘unlearning’ and ‘learning anew’ through a reflection on my teaching of a mandatory bachelor course and an optional course on the Master’s programme at the Faculty of Law in Copenhagen. These courses have different conditions regarding the teaching time that can be allocated to introduce the students to new methodological approaches. Regardless of these differing organizational conditions, it was also clear that the teacher’s use of the first lessons can be critical to the students’ learning process, and that meta-communication about learning activities must be effective.}, number={21}, journal={Dansk Universitetspædagogisk Tidsskrift}, author={Johansen, Louise Victoria}, year={2016}, month={okt.}, pages={110–121} }