Legal Education

2018 ◽  
Author(s):  
Eva Steiner
Keyword(s):  
Systematic Study ◽  
Practical Knowledge ◽  
Dominant Role ◽  
Legal Education ◽  
Roman Law ◽  
Abstract Concepts ◽  
Law Schools ◽  
The Past ◽  
High Level ◽  
Methodological Component

This chapter shows how legal education further contributes to the reasoning process typical of French lawyers. A striking feature of French legal education is the high level of abstraction that pervades the teaching. The emphasis is on theoretical rather than practical knowledge, to which a strong methodological component must be added. Legal education in France is primarily aimed at providing a sound knowledge of general principles together with the development of a capacity to manipulate abstract concepts and construct logical arguments. This emphasis on abstract concepts and methodology associated with French legal education is historically based and has, in part, been ascribed by legal historians to the dominant role played in the past by the systematic study of Roman law in law schools.

Legal Education in Taiwan: Evolution and Innovation

2016 ◽  
Vol 3 (2) ◽  
pp. 247-260 ◽  
Author(s):  
Chih-Chieh LIN ◽  
Mong-Hwa CHIN ◽  
Shang-Jyh LIU
Keyword(s):  
Civil Rights ◽  
Social Enterprise ◽  
Traditional Approach ◽  
Legal Education ◽  
Law School ◽  
Law Schools ◽  
Legal Professionals ◽  
The Past ◽  
Civil Rights Movements ◽  
Experimental Approaches

AbstractTaiwanese legal education is undergoing transformation and diversification. While the traditional approach to legal education has produced legal professionals who have led civil rights movements and contributed to the democratization of Taiwan, it has failed to meet the challenges of today’s world. Under globalization, Taiwanese industries and society now require lawyers capable of solving transnational legal disputes and legal issues regarding developments in technology and changes in society. However, these new challenges also provide law schools in Taiwan with an opportunity to apply experimental approaches, to innovate legal education. This essay describes the past and present state of legal education in Taiwan, especially its development since the government’s failed attempt at reform. Furthermore, it introduces the successful example of National Chiao Tung University’s Law School—a new law school that has developed a creative model of “innovation hub” and “social enterprise” that is transforming Taiwan’s legal education.

Caste in Legal Education: A Survey of Law Schools in Delhi

2017 ◽  
Vol 5 (1) ◽  
pp. 60-75 ◽  
Author(s):  
Sameena Dalwai
Keyword(s):  
Legal Education ◽  
Law Students ◽  
Law Schools ◽  
The Past ◽  
The Future ◽  
And Gender

This article considers the connection between legal education and imparting of justice vis-à-vis caste crimes in India. It argues that failure of law to offer justice to survivors of caste crimes is linked with the failure of legal education to offer an understanding of caste and gender to its students. From a survey of three law schools in Delhi NCR, this article raises questions about the knowledge of caste that law students possess. It examines this data in the light of what must be known and taught to the future lawyers to prepare them as unbiased and effective officers of law. The article begins with an anthology of caste crimes in the past few decades, setting off a detailed discussion on why understanding caste is imperative to justice machinery in India and hence to legal education.

LL.M. Programs: The Frosting on the Cake of Legal Education?

2003 ◽  
Vol 4 (7) ◽  
pp. 735-746 ◽  
Author(s):  
Helmut Kohl
Keyword(s):  
Practical Knowledge ◽  
Legal Education ◽  
Law School ◽  
Professional Organization ◽  
Law Schools ◽  
Administrative Services ◽  
The Law ◽  
Almost All ◽  
University Degree

It is the primary task of Law Schools around the world to educate young promising adults who choose the responsible profession of a lawyer, be it in the role of an attorney, a lawyer in administrative services, in industry, or a judge. Apparently, in almost all countries, admission to these important professional roles is highly regulated, be it by law, be it by professional tradition or be it by a mixture of both of these factors. It generally requires a university degree and/or the successful passing of an examination administered by the State or a professional organization. For a law school, which feels any responsibility towards its students, legal education must first of all aim to equip them with the methodological, theoretical and practical knowledge, insights and basic skills necessary to fulfill the requirements for these degrees and exams, hoping at the same time that these requirements are those that enable the former students to properly, conscientiously and ethically perform their important roles in their respective national societies. Accordingly, the law of my home state requires that “the aim of legal education is the enlightened lawyer who thinks critically and acts rationally and is aware of his or her responsibility as a guardian of a free, democratic, social state, governed by the rule of law, and is able to recognize his or her obligation to further develop the law.”

scholarly journals A Comparative Study on the Legal Education Model in Saudi Arabia

2020 ◽  
Vol 9 (2) ◽  
pp. 70
Author(s):  
Awad Ali Alanzi
Keyword(s):  
Saudi Arabia ◽  
Legal Education ◽  
Roman Law ◽  
Law Firm ◽  
Law Schools ◽  
Institute Of Public Administration ◽  
Arab Region ◽  
King Saud University ◽  
The Us ◽  
Law Degree

This research mootivates to identify the legal eduaction model in the Arab region and Saudi Arabia in particular. It is found that Arab legal system is derived from the Roman law and French models. The French teaching model is spread in the Kingdom through the professors educated from the French law schools. The french model of legal education follows the lecture approach. The formal legal education in the Kingdom is initiated by Institute of Public Administration (IPA) during 1970s. IPA offered two-years disploma after Sha’ria graduation. Afterwards, King Saud University started the systemetic legal education since 1980s. Law graduatea are required atleast 4-years law degree and 3-years apprenticeship in a law firm as a trainee lawyer.This research also differentiates the legal education system of France, Saudi Arabia and US. We find that that Saudi Arabian system is more similar to French system and lesser similar to the US system.    

scholarly journals Some Remarks on Legal Education in Bulgaria

2021 ◽  
Vol 8 (4) ◽  
pp. 713-730
Author(s):  
G. Belova ◽  
G. Georgieva
Keyword(s):  
Information Technologies ◽  
Legal Education ◽  
Present Situation ◽  
Judicial System ◽  
Law Schools ◽  
Historical Method ◽  
The Past ◽  
Distant Learning ◽  
Depth Analysis ◽  
To Receive

This paper aims to provide in-depth analysis of legal education in Bulgaria since it is of paramount significance for the creation of well-trained lawyers for the state, local authorities, as well as the judicial system. The historical method was used to examine the system of the Bulgarian legal education that has been developing for about 130 years and has gone through numerous difficulties.The comparative and juxtaposition approach were utilsed in the research to help in making inferences about the present situation regarding legal education in Bulgaria. Now there are nine law schools that deepen international co-operation and adapt their curricula to respond to the changes in national and European legislation.It takes five years to receive a legal education in Bulgaria and the process ends with a Master’s degree in Law (LLM). There is no Bachelor degree in Law (LLB in other European countries) in our country.All in all, the main objective of this article is to look at the Bulgarian legal education in the past and nowadays. The paper attempts to show that legal education in Bulgaria is faced with diverse challenges of the new millennium. The process of globalization as well as the recent situation with COVID-19 make it necessary to add information technologies and distant learning forms to legal education.

scholarly journals Will Legal Education Change Post-2020?

2021 ◽  
pp. 1059
Author(s):  
Heather Gerken
Keyword(s):  
United States ◽  
Gene Sequence ◽  
Stress Test ◽  
Legal Education ◽  
The United States ◽  
Law Schools ◽  
Stock Market Crash ◽  
The Past ◽  
Education Change

The famed book review issue of the Michigan Law Review feels like a reminder of better days. As this issue goes to print, a shocking 554,103 people have died of COVID-19 in the United States alone, the country seems to have begun a long-overdue national reckoning on race, climate change and economic inequality continue to ravage the country, and our Capitol was stormed by insurrectionists with the encouragement of the president of the United States. In the usual year, a scholar would happily pick up this volume and delight in its contents. This year, one marvels at the scholars who managed to finish their reviews on time. The editors have asked me to reflect on how 2020, particularly the pandemic, will change legal education. Like most institutions, law schools have undergone a stress test over the past year. During the early days of the pandemic, every school put a centuries-old teaching tradition online, often within the space of a single week. Most thought that the pace of change would slow down in April. It didn’t. For months, COVID generated crisis after crisis. Schools had to deal with budgetary shortfalls, a stock market crash, job losses, postponements of the bar exam, the loss of virtually all of their international students, and the terrible hardships that COVID caused for students, staff, and faculty. To top it all off, any school that—like Yale—brought its students back in the fall for in-person learning had to invent new forms of teaching for the classroom and an entirely new set of communal rules for campus interactions. Even though the pandemic has not yet lifted, one can already make out the ways in which law schools’ adaptations to the pandemic will eventually be structured into legal education’s gene sequence.

Law School Accreditation Standards and the Structure of American Legal Education

1978 ◽  
Vol 3 (03) ◽  
pp. 515-543 ◽  
Author(s):  
Donna Fossum
Keyword(s):  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Law Schools ◽  
The Past ◽  
Accreditation Standards ◽  
History Of ◽  
Part Time ◽  
The Law ◽  
School Accreditation

In the past 50 years, eligibility for admission to the bar has come to depend increasingly on the accreditation status of the law school attended. The author traces the history of the American Bar Association's law school accrediting standards and their impact on part-time and proprietary law schools, presents the results of a study of the ABA standard prohibiting the accreditation of proprietary law schools, and discusses ramifications for legal education and the legal profession.

Preparation for the Practice of law—the Views of the Practicing Bar

1980 ◽  
Vol 5 (01) ◽  
pp. 1-30
Author(s):  
Frances Kahn Zemans ◽  
Victor G. Rosenblum
Keyword(s):  
Significant Role ◽  
Systematic Study ◽  
Legal Education ◽  
Actual Practice ◽  
General View ◽  
Law Firm ◽  
Further Training ◽  
Law Schools

The competence of the practicing bar has been subjected to substantial criticism in recent years. Since law schools have a virtual monopoly over access to the bar and licensure is granted without further training, legal education has been a particular focus of attack and reform efforts. Yet there has been little systematic study of what skills and knowledge are important in the actual practice of law or the relevant contributions of legal education. This study of practicing lawyers in Chicago examines the nature of the competencies important to the practice of law and the sources lawyers credit for contributing to their development. Practitioners cite a broad range of skills, many of them not unique to the practice of law, with their importance varying by the predominant legal specialty practiced. The data further indicate that law schools play but a part in the development of skills and knowledge important to the practice of law and that experience, both prior and subsequent to graduation, plays a significant role. The evaluation of law schools' contributions is related to opportunities for further training, particularly in the context of law firm practice. There is, however, a strong general view that law schools rather uniformly concentrate on some skills to the exclusion of others and that the former are not necessarily those that lawyers think are most important to the practice of law.

Academic Feud, Bloodfeud, and William Welwood: Legal Education in St Andrews, 1560–1611-Part I

1998 ◽  
Vol 2 (2) ◽  
pp. 158-179 ◽  
Author(s):  
John W Cairns
Keyword(s):  
Seventeenth Century ◽  
Sixteenth Century ◽  
Legal History ◽  
Legal Education ◽  
Civil Law ◽  
Legal Culture ◽  
Roman Law ◽  
Joint Meeting ◽  
Academic Education

This article, in earlier versions presented as a paper to the Edinburgh Roman Law Group on 10 December 1993 and to the joint meeting of the London Roman Law Group and London Legal History Seminar on 7 February 1997, addresses the puzzle of the end of law teaching in the Scottish universities at the start of the seventeenth century at the very time when there was strong pressure for the advocates of the Scots bar to have an academic education in Civil Law. It demonstrates that the answer is to be found in the life of William Welwood, the last Professor of Law in St Andrews, while making some general points about bloodfeud in Scotland, the legal culture of the sixteenth century, and the implications of this for Scottish legal history. It is in two parts, the second of which will appear in the next issue of the Edinburgh Law Review.

Russian and Soviet historiography of the life and work of Anatoly Fedorovich Koni in the 20th century

2020 ◽  
Vol 2020 (11-1) ◽  
pp. 263-279
Author(s):  
Alexander Kodintsev ◽  
Danil Rybin
Keyword(s):  
20Th Century ◽  
Systematic Study ◽  
The Real ◽  
The Past ◽  
Soviet Historiography

The study analyzes historical researches on the life and work of the outstanding Russian lawyer A. F. Koni. It is noted that several directions in the study of the personality of this figure can be distinguished. It is concluded that systematic study of the legacy of Koni in the context of the era, taking into account the accumulated knowledge, coupled with archival materials will recreate the real face of the remarkable humanist figure of Russia in the past era.

Sign in / Sign up

Export Citation Format

Share Document