This can be a helpful in guide in using Jurisprudential Inquiry Model (JIM) as strategy in education.

1. JURISPRUDENTIAL INQUIRY
MODEL

2. Learning to think about social policy
(systematic discussion)

3. “There is a cognitive basis for prejudice in
lack of knowledge, poor reasoning, skills and
shallow commitment to basic democratic
norms and values.”

4. No teaching of the subject, but the discussion
of social issues related to unit in the subjects:
 History
 Geography
 Civics
 Languages
 I.T.
 Sciences

5. GENERAL PROBLEM AREAS
• Racial and ethnic conflict
• Religious and ideological conflict
• Security of the individual
• Conflict among economic groups
• Health, education and welfare
• Security of the nation

6. I. OBJECTIVES/EFFECTS
A. Instructional (Direct)
- Framework for analyzing social issues
- Ability to assure roles of the other
- Competence in social dialogue
B. Nurturant (Indirect)
- Empathy/Pluralism
- Facts about social problems
- Capacity for social involvement &
desire for social action

7. II. SYNTAX OF
JURISPRUDENTIAL MODEL

8. 1. ORIENTATION TO THE CASE
Introduction
Present facts
Review social and/or broad scenario

9. 2. IDENTIFYING THE ISSUES
Finalize the problem/question
Directional

10. 3. TAKING A POSITION
Procedure (discuss)
Divide the class in two sides as statements
for discussion: guide how to discuss

11. 4. EXPLORING THE STANCE
UNDERLYING THE POSITION TAKEN
Yes/No: Argue: write points on the
board

12. 5. REFINING AND QUALIFYING THE
POSITION
 Both sides will critic the
arguments thrown by the other
side

13. 6. TESTING ASSUMPTIONS ABOUT
FACTS, DEFINITIONS, AND
CONSEQUENCES.
Teacher will discuss on styles of thinking,
logic, prejudices, socioeconomic statuses.
Guides students how to make judgment by
360 degrees of thinking.

14. III. SOCIAL SYSTEM
Teacher initiating and controlling the
discussion
Atmosphere will be open, equal, &
intellectual

15. IV. PRINCIPLE OF REACTION
All views will be respected.
Probe the substance of students’
thinking.
Use questions, dialogues, and
contradictions.

16. V. SUPPORT SYSTEM
Source documents
Set-up should be suitable for
discussions
Paper-pencils are necessary to note
the points

17. REFRENCES
Models of Teaching by Marsha Weil &
Bruce Joyce
http://hagar.up.ac.za/catts/learner/c
ooplrn/b3.html#Jurisprudential%20inqu
iry