Explain Inquiry training model. Explain steps of model with example. Write its educational implication.
Answers
Answer:
Jurisprudential Inquiry Method
Introduction
There is no universal or uniform definition of Jurisprudence since people have different ideologies and notions throughout the world. Bentham is known as Father of Jurisprudence. Austin took his work further. Jurisprudential Inquiry Model (JIM) is a value clarification approach given by Oliver and Shaver (1966).
Meaning of Jurisprudence-
It is derived from latin word ‘Jurisprudentia’- which means Knowledge of Law or Skill in Law.
So the dictionary meaning of jurisprudence is science or philosophy of law, or the knowledge or skill to deal with issues in legal fashion. It involves jury like process of resolving complex controversial issues within the context of productive social order. In other words, it is a process of inquiry for solving controversial issues. As the judge first of all listens the case which is followed by evidences, then analyses the legal position taken by both the sides, weighs these positions and evidences, assesses the meaning and position of law and finally makes the best possible decision. When a similar role is played by the teacher along with the students in the classroom to analyse the social problem or public policy issues, then it becomes jurisprudential way of teaching. This Method helps the students in understanding the complexity of the problems so that they can be able to make their position reflect that complexity.
The main purpose of this method is to help students learn how to formulate defensible stances on public policy issues. Following this Method, the students get opportunities to develop public policy stances and diologue skill by using types of competence that is (i) an understanding of the value's framework of Indian creed; (ii) mastery of the intellectual skills of legal reasoning; and (iii) knowledge of contemporary public issues. This method involves conception of values and productive dialogue as well as curriculum and pedagogical consideration. During the process of dialogue, students take a position and the teacher challenges the position with questions. The teacher's questions are designed to push students' thinking about their stance and to help them learn. The teacher orients the class to the case and students usually become emotionally involved in the analysis, making the discussion intense and personal. With more practice, it is hoped that their positions will become more complex and well formulated. The Method, however, has to be looked into from the point of view of its assumptions and characteristics (Singh; 2004).