Hengameh Saberi, Virtue Pedagogy and International Law Teaching (November 20, 2015). Vasuki Nesiah, Michael Fakhri & Luis Eslava, eds, Commemorating the 60th Anniversary of the Bandung Conference, Cambridge University Press, 2016, Forthcoming; Osgoode Legal Studies Research Paper No. 9/2016. Available at SSRN
This brief essay draws on the insights of virtue epistemology to argue for an agent-based approach to international law pedagogy. It suggests that pedagogical personae built on epistemic virtues – including epistemic responsibility – can best fulfill the promises of critical pedagogy. A virtue account, the essay argues, offers new avenues for a more reflective stance on international law as an intellectual medium through which to relate to the world more responsibly. It does so by shifting the focus from ontology to epistemology; by offering an integrative approach without the moralizing baggage of foundations; by accounting for experience without the risk of subjectivity; and by reconciling intellectual demands and dispositional traits to avoid a hegemonic pedagogical blueprint and instead allow for responsible creativity.