Hannah Arendt's philosophy: mock jury at medical school

Abstract

This article proposes the bioethical mock trial as a structuring pedagogical practice for the development of moral judgment in medical internship, anchored in the educational philosophy of Hannah Arendt. With a theoretical-conceptual approach and a systematized literature review, it analyzes how teaching authority, understood as ethical responsibility, can mediate the insertion of students into the normative universe of medicine. The methodology mobilizes four thematic axes — internship, clinical ethics, active methodologies, and Arendtian philosophy — articulating legal, pedagogical, and bioethical foundations. The mock trial is presented as a protected and deliberative space, capable of integrating technical knowledge, moral reflection, and institutional responsibility. By positioning ethics as an essential clinical competency, the proposal contributes to overcoming normative teaching and fosters a critical, plural, and committed medical education aimed at forming ethical subjects in times of crisis.