SYNTAX OF JURISPRUDENTIAL INQUIRY MODEL

SYNTAX OF JURISPRUDENTIAL INQUIRY MODEL

1.      Phase one : Orientation  to the Case

·         Teacher introduces materials

·         Teacher reviews facts.

2.      Phase Two: Identifying the Issues

·         Student synthesize facts into a public issues

·         Students select one policy issue for discussion

·         Students identify values and value conflicts

·         Students recognize underlying factual and definitional questions

3.      Phase Three : Taking Positions

·         Students articulate a position

·         Students state basis of positions in terms of the social value or consequences of the decisions

4.      Phase Four : Exploring the Stances Pattern of Argumentation

·         Establish the point at which value is violated (factual)

·         Prove the desirable or undesirable consequences of a position (factual)

·         Clarify the value conflict with analogies.

·         Set priorities. Assert priority of one value over another and demonstrate lack of grass violation of second value.

5.      Phase Five : Refining and Qualifying the Positions

·         Students state positions and reasons for positions and examine a number of similar situations

·         Students qualify positions

6.      Phase Six : Testing Factual Assumptions Behind Qualified Positions

·         Identify factual assumptions and determine if they are relevant

·         Determine the predicted consequences and examine their factual validity (will they actually occur)

APPLICATION

            This model is not easily applied below the junior high level. It does seem possible to introduce some highly verbal upper elementary students to aspects of the model, such as identifying issues and alternative values positions.

            Initially, the jurisprudential inquiry model requires a fair amount of teacher-directed activity and direct instruction. Gradually, as students become competent, the phases of the model should blend into student-directed discussion.