Justice Education: A Desired Destination of The Menon Model

2020 ◽  
Vol 7 (1) ◽  
pp. 35-45
Author(s):  
Debasis Poddar
Keyword(s):  
Professional Education ◽  
Social Transformation ◽  
Legal Education ◽  
Law School ◽  
Professional Service ◽  
Contemporary History ◽  
Institutional Entrepreneurship ◽  
The People ◽  
History Of ◽  
New Generation

Since inception of the new-generation experiment in legal education with the National Law School of India University Bangalore (NLSIU), contemporary history of professional education rolls on toward excellence and the ordeal is on with the proliferation of similar institutional entrepreneurship. In the anxiety of competitive edge, few—too few—follow legacy of a model school in Bangalore; invented by N.R. Madhava Menon: the legacy vis-a-vis experiments with discipline, leadership, pedagogy, and the like. Minute prospect and consequence of (t)his model apart, Menon redefined the philosophy of professional education at NLSIU. What went spread over far and wide as trendsetter for the contemporary legal education is the letters of institutionalism, more so for ‘National’. Spirit of the NLSIU legacy but lies elsewhere. A practising lawyer-turned-educator, Madhava Menon has introduced a model to prepare well-baked product for the bench and the bar alike. At the same time, however, he brought in sense of social responsibility otherwise getting dwindled in the contemporary professional lifeworld. Not without reason that there is emphasis upon clinical legal education and legal aid clinic alike. In its essence, the author advances arguendo with the reasoning of his own, that pedagogy thereby initiated has had a teleological end to offer legal education en route to justice education; thereby spearhead progressive social transformation. The Menon Model is meant to raise human resource for professional service to the court and the people; instead of tertiary service to the market. After his model, the market ought to approach qualified professionals; not vice versa. The sooner such internal legacy of the (Menon) model earns appreciation is the better for prospect of professional education.

The Proliferation of Case Method Teaching in American Law Schools: Mr. Langdell's Emblematic “Abomination,” 1890-1915

2006 ◽  
Vol 46 (2) ◽  
pp. 191-247 ◽  
Author(s):  
Bruce A. Kimball
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Legal Education ◽  
The United States ◽  
Law School ◽  
Case Method ◽  
Law Schools ◽  
American Higher Education ◽  
American Law ◽  
Law Professors

Case method teaching was first introduced into American higher education in 1870 by Christopher C. Langdell (1826-1906) of Harvard Law School (HLS), where it became closely associated with—and emblematic of—a set of academic meritocratic reforms. Though regnant today, “the ultimate triumph of [Langdell's] system was not apparent” for many years. The vast majority of students, alumni, and law professors initially derided it as an “abomination,” and for two decades case method and the associated reforms were largely confined to Harvard. During the subsequent twenty-five years between 1890 and 1915, a national controversy ensued as to whether case method teaching—and the concomitant meritocratic reforms—would predominate in legal education and, ultimately, professional education in the United States.

scholarly journals Disability Human Rights Clinics as a model for teaching Participatory International Human Rights Lawyering

2018 ◽  
Vol 25 (3) ◽  
pp. 23-52
Author(s):  
Yvette Maker ◽  
Jana Offergeld ◽  
Anna Arstein-Kerslake
Keyword(s):  
Human Rights ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Legal Analysis ◽  
Human Rights Law ◽  
Community Based ◽  
Scholarly Output ◽  
The University ◽  
New Generation

The Disability Human Rights Clinic (DHRC) was established at Melbourne Law School, the University of Melbourne, in 2015.  Its supervisors and students conduct legislative and policy reform projects as well as strategic litigation. The DHRC was created by Anna Arstein-Kerslake to address a significant lack of resources in community-based organisations to undertake in-depth legal analysis. It uses an innovative model of clinical legal education to harness the skills of law students to fill that gap and to expose a new generation of lawyers to the emerging field of disability human rights law. In this article, we draw on our experiences running the DHRC to argue that the model it establishes can create significant scholarly output in the human rights field, direct engagement with the community, and rich doctrinal and experiential learning for students.

scholarly journals History of Health Professional Education in Nepal

2018 ◽  
Vol 6 (4) ◽  
pp. 161-166
Author(s):  
Hemang Dixit
Keyword(s):  
Professional Education ◽  
Health Sciences ◽  
Prime Ministers ◽  
Medical College ◽  
The Past ◽  
Department Of Health ◽  
The People ◽  
Government Hospitals ◽  
History Of ◽  
Made In

The introduction of Western medicine in Nepal took place during Jung Bahadur’s time as Prime Minister and was slowly disseminated during the tenure of subsequent Rana Prime Ministers Bir, Chandra, Bhim and Joodha. The provision of healthcare in the country was taken as a form of charity provided to the people by the rulers. Whilst the first two government hospitals were started at Kathmandu and Birgunj, others followed as would be rulers were banished to places such as Dhankuta, Tansen or Doti. It was only after the dawn of democracy in 1950 that the Department of Health Services was established. During the past 67 years more hospitals and academic centres for teaching health sciences have come up in different parts of Nepal. Strides have made in the delivery of health care and health sciences education. Much more needs still to be done.Journal of Kathmandu Medical College, Vol. 6, No. 4, Issue 22, Oct.-Dec., 2017, Page: 161-166

The Professions and Professional Education

2019 ◽  
pp. 315-332
Author(s):  
Richard K. Neumann
Keyword(s):  
Professional Education ◽  
Medical Science ◽  
Law School ◽  
Medical Doctors ◽  
Professional Schools ◽  
Professional Career ◽  
Teaching Knowledge ◽  
Know How ◽  
History Of ◽  
Pure Knowledge

Education for a professional career differs fundamentally from other forms of education. A physician, for example, must know more than medical science. To be competent, medical doctors must know how to practice medicine, which Donald Schön called knowing-in-action. At times, professional schools have been stepchildren in universities because they taught skills as well as pure knowledge. In other eras, a medical school or a law school might be one of a university’s crown jewels. Differing degrees of acceptance in universities seem correlated to a profession’s prestige and to a professional school’s ability to generate research and publications. The tensions between trying to satisfy those criteria while simultaneously teaching knowledge-in-action with pure knowledge are essential to the history of professional education. The professions differ from one another in how they have navigated through these tensions, but the differences are variations on more or less the same theme.

The Legal Profession

2019 ◽  
pp. 165-184
Author(s):  
John Baker
Keyword(s):  
General Practitioners ◽  
Thirteenth Century ◽  
Legal Education ◽  
Legal Profession ◽  
Law School ◽  
Inns Of Court ◽  
History Of ◽  
The Common

This chapter traces the history of the English legal profession, which begins around 1200. From the start there was a distinction between advocacy and attorneyship. The pleaders in the Court of Common Pleas became around 1300 the order of serjeants at law, from whom the superior judges were chosen. A law school for ‘apprentices of the Bench’ in the thirteenth century was remodelled in the next century as a collegiate system, the inns of court and chancery, with its own learning exercises and degrees (bencher and barrister). Barristers practised as advocates, but not in the Common Pleas. In Tudor times solicitors appeared, as general practitioners. Serjeants lost their primacy to the newer rank of king’s counsel, but survived into Victorian times. Accounts are given of the judiciary and its independence, of the Civilian practitioners in Doctors’ Commons, and of the transfer of legal education to the universities.

Power and Place

2020 ◽  
pp. 186-233
Author(s):  
Erika Hanna
Keyword(s):  
Twentieth Century ◽  
Social Justice ◽  
Documentary Photography ◽  
Irish Society ◽  
The People ◽  
History Of ◽  
Societal Problems ◽  
New Generation ◽  
The Impact ◽  
The Relationship

Chapter 6 surveys the history of documentary photography in twentieth-century Ireland. In particular, it examines the emergence of a new generation of documentary photographers and their role in debates about the nature of Irish society from the 1970s to the 1990s. Self-consciously radical, these photographers aimed to use their work to expose injustice and ‘reveal’ the hidden side of Irish life. In particular, the chapter focuses on the career of three photographers: Derek Speirs, Joanne O’Brien, and Frankie Quinn. It uses close readings of the work of these photographers, contemporaneous photography magazines, coupled with the extensive use of oral histories to explore the impact of documentary photography on Ireland in the later twentieth century. In their depiction of poverty as both visceral and uncomfortable, they challenged the traditional iconography of Ireland which had aestheticized or even eulogized these themes. Moreover, these photographers were often self-conscious and reflective regarding the relationship between themselves and the people—often in difficult circumstances—whom they portrayed. Nevertheless, they were often forced to make difficult choices about the depiction of poverty, violence, and injustice which attempted to expose societal problems without being voyeuristic. An exploration of choices they made regarding how they engaged with their subjects, what they photographed, and where they published provides a way of exploring the visual economies of social justice in later twentieth-century Ireland.

scholarly journals “Self-testimony of a Past Present”: Reuses of Historical Film Documents

2021 ◽  
Author(s):  
Anja Sattelmacher
Keyword(s):  
The Political ◽  
Federal Republic Of Germany ◽  
Contemporary History ◽  
Found Footage ◽  
Historical Film ◽  
Small Series ◽  
Short Films ◽  
History Of ◽  
The Moment ◽  
New Generation

AbstractHas the history of film digitization ever been incorporated in questions of evidence and knowledge production? The digitization of thousands of films from the former Institute for Scientific Film (IWF) that is currently underway gives an occasion to think about the provenance and reuses of filmic images as well as the ways in which they claim to produce scientific (or in this case, historical) evidence. In the years between 1956 and 1960, the German Social Democrat, historian and filmmaker Friedrich “Fritz” Terveen initiated a film series that used historical found film footage in order to educate university students about contemporary history. The first small series of films was entitled Airship Aviation in Germany which consisted of four short films using found footage of zeppelin flights, of which the earliest images stem from around 1904 and the latest from 1937, the moment of the “Hindenburg disaster.” This article explores how Terveen sought to shape the political landscape of history teaching in the new Federal Republic of Germany by first setting up nation-wide visual archives to host historical film documents, and secondly by seeking to improve the political education of a new generation of young Germans with the aid of the moving image.

Cultural Expertise in Iran: From the Pahlavi Dynasty to Contemporary Diasporas

2019 ◽  
Vol 38 (1) ◽  
pp. 75-84
Author(s):  
Soudabeh Marin
Keyword(s):  
Law School ◽  
Judicial System ◽  
Customary Law ◽  
Acculturation Process ◽  
The People ◽  
Religious Law ◽  
Set Up ◽  
Pahlavi Dynasty ◽  
New Generation ◽  
Cultural Experts

This paper suggests the use of cultural expertise as encompassing concept that can account for the natural cultural competence developed in Iran. In earlier times, Zoroastrian law was first based on religious norms and the primary theological division between sins and offenses. Iranians had to adapt to different legal systems: customary law, religious law and secular law. Priests, jurists, judges, officials and translators were the main cultural “experts” and mediators between the people and the normative institutions. The introduction of imami legal theories and jurisprudence in the 16th century together with the reinforcement of the secular political power engaged Iran in a stabilized judicial context ruled by shiʿi scholars, qāzis and mujtahids. In 1919, as a consequence of the new French inspired Constitution, the Ministry of Justice, in order to train a new generation of judges, magistrates and justice personnel, set up a law school. Professors, who can be considered as cultural experts, contributed to the acculturation process initiated in the judicial system. Examples of his continuous struggle are recounted in Ostad Elahi's (1895-1974) memoirs, relating the difficulty Iranians had to accept the change, both cultural and psychological, initiated by the modernization and westernization program put into operation (1911-1935).

scholarly journals Dmytro Kremin`s Poetical Admonition

2019 ◽  
Vol 66 (3) ◽  
pp. 66-70
Author(s):  
Volodymyr Hladyshev ◽  
Nataliia Daskal
Keyword(s):  
Contemporary History ◽  
School Teachers ◽  
Philosophical Approach ◽  
The Past ◽  
The People ◽  
Historical Figures ◽  
Wide Range ◽  
History Of ◽  
The Aesthetic ◽  
Special Meaning

The creativity of the award winner of the Taras Shevchenko National Prize in the domain of literature Dmytro Kremin (1953-2019) is a vivid phenomenon of modern Ukrainian literature and culture. His poetic heritage has a special meaning after the poet passed away in May of this year. Now it is worth to be considered and conceived as a kind of his testament left to descendants by the outstanding master of the imaginative word. Dmytro Kremin`s legacy has always been in the centre of attention of critical literary practice, his poems evoked a contradictory attitude towards himself, thanks to it the critics` reviewers were so brilliant and emotional. But after the poet`s death, there is a need for a literary study of his heritage and a conclusion to the study of the work of an outstanding poet on a qualitatively new level. Among the poet’s many works, the poem holds a special place. It was created before long after Ukraine gained independence. Appeal to the people and the country`s history, Dmytro Kremin comprehends the origins of their heavy fate. The philosophical approach to understanding concrete historical phenomena allows the poet to look profoundly into the past, to define the influence on the present, and the origins of our young state`s problems. A wide range of historical figures, to which the author refers, characterizes the history of Ukraine in its most noticeable facts. The analysis of the poem is philological. The figurative system of the work is perceived in the unity of form and content. Thus it is possible to identify the aesthetic singularity of the work and its patriotic directivity. The study proves that the appeal of the patriotic poet to history should be received as a kind of poetic admonition, an attempt to draw attention to the tragic mistakes for the people`s fate to avoid them in the contemporary history of Ukraine. The poet’s call to live for the sake of the Motherland, to conscientious service to the country and people reflects his moral and aesthetic position and becomes his contribution to the development of the country. We consider that the article can be useful for researchers, lecturers, school teachers, students, and everyone interested in the creativity of the outstanding Ukrainian poet.

scholarly journals The Dean Who Went to Law School: Crossing Borders and Searching for Purpose in North American Legal Education, 1930–1950

2016 ◽  
Author(s):  
Eric M. Adams
Keyword(s):  
North American ◽  
Graduate Training ◽  
Legal Education ◽  
Law School ◽  
University Of Minnesota ◽  
Law Schools ◽  
University Of Alberta ◽  
History Of ◽  
History Of Law ◽  
The University

This article is about the making of modern legal education in North America. It is a case study of the lives of two law schools, the University of Alberta, Faculty of Law and the University of Minnesota Law School, and their respective deans, Wilbur Bowker and Everett Fraser, in the decades surrounding the Second World War. The article follows Bowker’s unorthodox route to Alberta’s deanship via his graduate training under the experimental “Minnesota Plan” — Fraser’s long-forgotten effort to place public service at the centre of American legal education. In detailing an overlooked moment of transition and soulsearching in North American legal education, this article underlines the personalities, ideologies, circumstances, and practices that combined to forge the still dominant model of university-based legal education across the continent. Highlighting the movement of people and ideas, this study corrects a tendency to understand the history of law schools as the story of single institutions and isolated visionaries. It also reveals the dynamic ways in which law schools absorbed and refracted the period’s ideological and political concerns into teaching practices and institutional arrangements. In bold experiment and innate conservatism, personal ambition and institutional constraints, and, above all else, faith in the power of law and lawyers, the postwar law school was born.

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