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International Law, teaching, International Legal Pedagogy, critical pedagogy, epistemic responsibility, virtue epistemology, pedagogical persona


This brief essay draws on the insights of virtue epistemology to argue for an agent-based approach to international law pedagogy. It suggests that pedagogical personae built on epistemic virtues -- including epistemic responsibility -- can best fulfill the promises of critical pedagogy. A virtue account, the essay argues, offers new avenues for a more reflective stance on international law as an intellectual medium through which to relate to the world more responsibly. It does so by shifting the focus from ontology to epistemology; by offering an integrative approach without the moralizing baggage of foundations; by accounting for experience without the risk of subjectivity; and by reconciling intellectual demands and dispositional traits to avoid a hegemonic pedagogical blueprint and instead allow for responsible creativity.