Legal concepts as a means of integrating a lawyer's professional consciousness

Abstract

The purpose of this article is to understand the role of fundamental theoretical concepts of law in the
intersubjective pedagogical process of constructing personal models of legal reality in the minds of legal students.
To solve individual research tasks, the following methods were used: theoretical and legal, logical, psychological,
sociological (phenomenological and communicative). The main methodological principles of the theory of
constructivism were also updated. The existence of various theoretical approaches to understanding the essence
and methodological potential of legal concepts is stated. The phenomenological-communicative context of the theoretical understanding of legal concepts is characterized. The necessity of using legal concepts in conjunction
with methodological tools aimed at activating and deepening the self-awareness of a student of higher legal
education in the process of developing his professional culture is substantiated. The prospects of the constructivist
approach to the development of a methodology of pedagogical interaction in the process of training lawyers in
higher education are indicated. The significant importance of legal concepts as a means of processing mental
experience in the process of constructing a personal picture of legal reality by applicants for higher legal education
is substantiated. The prospects for applying the ideas of the theory of constructivism and autophenomenological
and heterophenomenological methods of developing legal self-awareness in scientific research and pedagogical
processes are determined. The results of the study can be used in the process of developing educational standards,
programs and methodologies for training lawyers.

                                                                        References
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