Teaching International Law Today and the Human Person

This paper starts by describing four teaching models that have been proposed, since the second half of the 19th century, by intellectuals who were, or are, engaged with teaching in different roles and cultural backgrounds. The paper then discusses three main questions: (1) what ‘teaching’ is (ultimately for); (2) whether the teacher’s conception of international law and the socio-institutional framework surrounding education in the field are of (what) relevance for the teaching of international law; and (3) whether the teacher’s ‘living example’ is likewise relevant. The paper concludes by arguing that the ‘human person’ should be reclaimed in the teaching of international law.