Phenomenology in Class: A Case Description

2020 ◽  
Vol 7 (2) ◽  
pp. 116-126
Author(s):  
Mário S. F. Maia
Keyword(s):  
Law School ◽  
Law Students ◽  
Case Description ◽  
Pedagogical Intervention ◽  
Philosophical Foundations ◽  
Class A ◽  
Oral Feedback ◽  
Professional Field ◽  
Pedagogical Goal ◽  
Positive Light

This is a descriptive article concerning a pedagogical intervention and philosophical activity carried out in a Law School in Brazil. The activity described has the pedagogical goal of stimulating the critical and comprehensive approach to law on students. The article presents the philosophical foundations and the ethnographic guidance necessary to develop the activity. The analysis of the results was done considering and interpreting student’s written and oral feedback. Results are shown in a positive light since the activity described is understood as a tool to facilitate and improve the awareness of the law students by making them reflect about the concrete practices, symbols and interactions in the professional field.

scholarly journals Street law for Czech and Slovak young Roma musicians

2016 ◽  
Vol 23 (3) ◽  
pp. 149
Author(s):  
Michal Urban ◽  
Hana Draslarová
Keyword(s):  
High Schools ◽  
Business Schools ◽  
Law School ◽  
Law Students ◽  
Teaching Methodology ◽  
School Students ◽  
Public And Private ◽  
Recent Graduates ◽  
Law Student ◽  
Law School Students

<p align="JUSTIFY">For almost seven years, Street Law has been a part of the curriculum of the Prague Law School. Over the years, law students have taught law at public and private grammar schools, high schools, business schools and also some vocational schools, mostly located in the Prague region. They were all secondary schools and predominantly ethnically homogenous, since members of the largest Czech minority, the Roma, for various reasons hardly ever attend these schools. Last summer, however, a group of Prague Law School students and recent graduates travelled to Eastern Slovakia to organize Street Law workshops for Roma teenagers. This text tells the story of their journey, reflects their teaching methodology and experience and offers a perspective of a law student participating in the workshops.</p>

Scattering of journals cited in legal theses and dissertations

2021 ◽  
pp. 096100062110367
Author(s):  
Siviwe Bangani ◽  
Michiel Moll
Keyword(s):  
South African ◽  
Law School ◽  
Law Students ◽  
Law Schools ◽  
The Core ◽  
Bradford’S Law ◽  
Master's Thesis ◽  
Doctoral Dissertations ◽  
High Degree ◽  
Theses And Dissertations

The study employed bibliometrics methods to analyse the scattering of 596 journals cited in legal master’s theses and doctoral dissertations in three South African law schools from 2014 to 2018. In addition, the study included an analysis of the extent of citation of different sources and examined the effect of use of non-legal journals by law students. It was found that students used 449.2 documents on average in writing a doctoral dissertation and 110.9 references per master’s thesis. Journals received more citations than any other document formats although 16 master’s theses were completed without citing a single journal. Generally, the journals cited in legal theses and dissertations conform to Bradford’s Law but they differ in their level of conformity by law school. There was a high degree of overlaps between Zone 1 journals in the three law schools. All journals in the core lists were available in all the law schools which was attributed to the strength of collections in these schools. The results support the application of bibliometric analyses to legal master’s theses and doctoral dissertations to make collection development decisions. In making those decisions, however, law librarians would have to look beyond the Zone 1 journals of their own institution for wider access. These results also serve as a caution to law librarians to look beyond the traditional law journals in de/selecting journals, as some of the non-legal journals in this study made it to the core list of cited periodicals. Furthermore, this study points to the strength of library collections in the top law school libraries in the country.

1. The nature and attraction of mooting

How to Moot ◽  
2010 ◽  
Author(s):  
John Snape ◽  
Gary Watt
Keyword(s):  
Law School ◽  
Law Students ◽  
School Activities ◽  
Mock Trial

This chapter explains the basics of a moot and mooting. It distinguishes a moot from other law school activities, such as a seminar and a mock trial, and distinguishes a moot court from a real court. It discusses the origins of mooting; why law students should moot; in which courts are moots set; and how a moot is structured.

scholarly journals Transforming legal education through emotions

Legal Studies ◽  
2018 ◽  
Vol 38 (3) ◽  
pp. 450-479 ◽  
Author(s):  
Emma Jones
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Well Being ◽  
Law School ◽  
Law Students ◽  
Objective Analysis ◽  
Transformative Power ◽  
England And Wales ◽  
Legal Scholarship ◽  
Law Degree

AbstractLaw has traditionally viewed emotions as the enemies of rationality and reason, irrational and potentially dangerous forces which must be suppressed or disregarded. This separation and enmity has been mirrored within undergraduate legal education in England and Wales, with its rigid focus on seemingly impartial and objective analysis and notions such as the ubiquitous ‘thinking like a lawyer’. This paper will argue that attempts to disregard or suppress emotions within the law school are both misguided and destined to fail. It will explore the integral part emotions play within effective legal learning, the development of legal skills, and the well-being of both law students and legal academics. It will also consider how developments in legal scholarship and the evolving climate of higher education generally offer some potential, but also pitfalls, for the future acknowledgment and incorporation of emotions within undergraduate legal education in England and Wales. Bodies of literature relating to not only legal education, but also education generally, psychology and philosophy will be drawn on to demonstrate that emotions have a potentially transformative power within legal education, requiring them to be acknowledged and utilised within a more holistic, integrated form of law degree.

scholarly journals An Honest Conversation: An In-Class Tool to Help Pre-Law Students Determine Their Compatibility with Law School and a Legal Career

2018 ◽  
Vol 51 (01) ◽  
pp. 194-196
Author(s):  
Justin Gollob
Keyword(s):  
Real World ◽  
Informed Decision ◽  
Law School ◽  
Law Students ◽  
Phase 3 ◽  
Financial Investment

ABSTRACT At a time when a single semester of law school can be a significant financial investment, the decision to attend law school should not be made casually. Instead, decisions should be influenced by data, reflection, and an understanding of real-world outcomes. In this article, I present The Legal Career Compatibility Project; a tool to help students make an informed decision about pursuing a career in law. Using Bolles (2003), Phases 1 and 2 help prospective law students determine whether they should pursue a legal career. Phase 3 helps students determine where and how to apply to law school. Considering that the odds of gaining admission to law school are high, conversations about whether one should attend law school are equally, if not more, important than conversations about how to gain admission. The purpose of the project is to influence how decisions to attend law school are made, not to encourage or discourage students from a career in law.

Nurturing Commitment in the Legal Profession: Student Experiences with the Osgoode Public Interest Requirement

2009 ◽  
Vol 10 (6-7) ◽  
pp. 1087-1094 ◽  
Author(s):  
Janet Leiper
Keyword(s):  
Public Interest ◽  
Teacher Educator ◽  
Law School ◽  
Law Students ◽  
Student Experiences ◽  
First Year ◽  
Profession Student ◽  
Ethics Course ◽  
The Law ◽  
The Many

“Eye-opening,” “disheartening,” and “inspiring” are some of the words used by law students who met in 2008–2009 to discuss their mosaic of experience in the field doing public interest work. These students had returned from placements under the first mandatory public interest requirement to be introduced in a Canadian law school (the Osgoode Public Interest Requirement, OPIR). OPIR arose from questions about the relationship between what is learned in law school and what is required to be a professional. Academics have challenged each other to do more to instill an “ethos of professionalism” during law school. Others have suggested that law students who do not receive exposure to the world outside the walls of the law school carry an “idealized conception of the profession” and are often unaware of the many practice contexts available to them. Others have warned that if ethical and professional responsibilities are not modeled and articulated for students, that teaching only the “law of lawyering” does not prepare students for becoming ethical lawyers. Teacher-educator Lee Shulman has bluntly accused law schools of “failing miserably” at connecting its lessons in how to “think like a lawyer” with how to “act like a lawyer.” For years, there have been similar concerns raised about the decline of professionalism among lawyers, both in Canada and in the U.S. A survey of Osgoode graduates revealed that students wanted more opportunities to engage with the community and to experience non-traditional forms of law practice. Osgoode Hall Law School grappled with many of these questions, and in 2007 it approved changes to the curriculum, including a new first year Ethics course (Ethical Lawyering in a Global Community, ELGC) and OPIR. In addition to the more traditional first year mandatory course load, Osgoode Hall law students must also complete ELGC, a minimum of 40 hours of public interest work and then engage in a discussion or written exercise reflecting on their experiences. These reflections are a valuable lens for seeing the profession and the administration of justice through the eyes of first and second year law students. Their experiences remind us in the profession that learning can flow in both directions.

The Impact of Legal Education: An In-Depth Examination of Career-relevant Interests, Attitudes, and Personality Traits Among First-Year Law Students

1979 ◽  
Vol 4 (4) ◽  
pp. 791-868 ◽  
Author(s):  
James M. Hedegard
Keyword(s):  
School Environment ◽  
Law School ◽  
Law Students ◽  
Personality Characteristics ◽  
First Year ◽  
First Year Students ◽  
School Class ◽  
Career Plans ◽  
The Impact ◽  
Behavioral Styles

This article examines in detail patterns of change in career-relevant interests, attitudes, and personality characteristics among first-year students in one law school. The data presented suggest that a single entering law school class can be viewed as a varied group in terms of career plans and potential behavioral styles. Moreover, immersion in the law school environment may accentuate this initial variability. Although some studies have suggested that, overall, first-year law students experience a drop in law interests, including interests in altruistic and “socially conscious” career activities, the methods of analysis used in this study suggest alternative interpretations of some aspects of such changes. In addition, the author believes these methods shed greater light on the overall process of professional development in law school.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

scholarly journals Lawyers of the future: Creating aspirations, forging connections and facilitating professional links in rural and regional contexts

2014 ◽  
Author(s):  
Sher Campbell ◽  
Katherine Lindsay
Keyword(s):  
Metropolitan Areas ◽  
Law School ◽  
Law Students ◽  
Professional Service ◽  
Legal Practice ◽  
Law Schools ◽  
The Third ◽  
Third Phase ◽  
The Future ◽  
Future Program

In recent years, the Australian legal profession, government policymakers and the nation’s law schools have evinced concern about the future of legal practice beyond metropolitan areas. The issues and suggested responses have been debated in various fora amongst the stakeholders. This paper explores the way in which one regional law schoolwith a distinctive approach to legal education has responded to these issues from an educational and pastoral perspective. Newcastle Law School established its Lawyers of the Future program in 2009. Lawyers of the Future is a multi-faceted initiative, which promotes professional partnerships with the secondary education sector through the Schools’ Visit program, and partnerships with rural and regional professionals through active connections in those areas. The third phase of the Lawyers of the Future program will be the development of rural and regional legal placement sites for senior law students enrolled in Newcastle’s Professional program.Whilst the Lawyers of the Future program has three distinctive and interrelated elements and objectives, it is the placement program that provides the lynchpin. Such a placement program, which is innovative in itself, has a greater educational purpose: the experience of practice in rural and regional areas, together with the process of subsequent engaged and critical reflection, will contribute meaningfully to the development of students’ professional personae in ways which will support an ethos of professional service beyond the narrow confines of practice in the metropolis for the legal conglomerates. 

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