scholarly journals DIREITO E LITERATURA: (DES)CAMINHOS POSSÍVEIS PARA UM ENSINO JURÍDICO CRÍTICO

2021 ◽  
Vol 16 (1) ◽  
pp. 11-128
Author(s):  
José Alexandre Ricciardi Sbizera
Keyword(s):  
Teaching And Learning ◽  
Legal Education ◽  
Law And Literature ◽  
Legal Thinking

RESUMO O presente artigo tem como objetivo aproximar Direito e Literatura para um ensino jurídico crítico. Para isso, faz-se um panorama sobre o ensino jurídico tradicional; demonstra-se de maneira breve as abordagens possíveis entre Direito e Literatura; expõe-se as duas aproximações com maior capacidade de auxílio pedagógico e, a partir daí, traça-se os caminhos destas abordagens que possibilitam um ensino jurídico diferente. Ao final, espera-se entender que o uso da literatura é modo alternativo privilegiado no sentido de auxiliar e guiar o ensino e a aprendizagem do direito, bem como despertar a curiosidade para seu efetivo uso.PALAVRAS-CHAVE: Direito e Literatura; Ensino Jurídico; Pensamento Jurídico Crítico.ABSTRACTThis article aims to bring Law and Literature closer to a critical legal education. For this, an overview of traditional legal education is made; the possible approaches between Law and Literature are briefly demonstrated; the two approaches with the greatest capacity for pedagogical assistance are exposed and, from there, the paths of these approaches are outlined that enable a different legal teaching. In the end, we hope to understand that the use of literature is a privileged alternative in the sense of assisting and guiding the teaching and learning of law, as well as arousing curiosity for its effective use.KEY-WORDS: Law and Literature; Legal Education; Critical Legal Thinking

scholarly journals The Role of Environmental Law Education for Sustainable Development

2019 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Hanna Audzei
Keyword(s):  
Sustainable Development ◽  
Social Economic ◽  
Environmental Law ◽  
Legal Education ◽  
Environmental Policies ◽  
Environmental Safety ◽  
Successful Solution ◽  
Legal Thinking ◽  
Ecological Culture

National imperative of sustainable development is a strategy that combines into one social, economic and environmental policies. First of all the environmental legal education should aim to prepare people for life in an innovative type of society. To achieve this goal of environmental and legal education we should be reoriented to form a human ecological and legal culture and eco-innovative type of legal thinking and a willingness to innovative type of environmental and legal action. The successful solution of this and other challenges requires science foundation, including environmental law science. Keywords: law, environmental legal education, sustainable development, environmental safety, ecology, responsibility, ecological culture, legislation

scholarly journals Diversified Method in Teaching and Learning Muamalat towards Sustainable Legal Education in Islamic Finance

2018 ◽  
Vol 8 (6) ◽  
pp. 314-319
Author(s):  
Asma Hakimah Ab Halim ◽  
Ahmad Azam Mohd Shariff ◽  
Nur Khalidah Dahlan ◽  
Fatimah Yusro Hashim ◽  
Ruzian Markom ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Legal Education ◽  
Islamic Finance

Teaching Is Part of Legal Education

2003 ◽  
Vol 18 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Diana Majury
Keyword(s):  
Social Change ◽  
Teaching And Learning ◽  
Legal Education ◽  
Significant Part ◽  
Law And Society ◽  
Primary Concern ◽  
Scholarly Work

In my contribution to this discussion or the Arthurs Report twenty years later, I want to talk briefly about the teaching aspect of legal education. I want to be emphatic in my focus on teaching because I fear that teaching is increasingly diminishing as an object of our attention and as a subject of our scholarly work. I fear that, for many of us, teaching is becoming a less and less significant part of our discussions, our hirings, our preoccupations, our energy … To me, this is both short-sighted and sad, particularly for those of us who are committed to a law and society approach to legal education. If we are committed to social change, then education, in the form of teaching and learning, is critically important – that is, what we teach and how we teach, and what we model as teachers and thinkers are important instigators and promoters of change. I make this assertion of a lack of serious interest in law teaching despite the fact that there have been a number of Canadian forums on legal education recently. However, admissions and administrative matters largely overshadowed teaching as issues of primary concern and discussion in the two forums that I attended. I do not think these forums generated the kind of on-the-ground, in-our-work-places re-energization and rethinking of legal education and specifically about teaching that was perhaps hoped for.

scholarly journals Decolonising legal education in South Africa: Is it time to press the reset button?

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Michele van Eck
Keyword(s):  
South Africa ◽  
South African ◽  
Legal Education ◽  
Legal Framework ◽  
African Countries ◽  
Educational Approach ◽  
Student Protests ◽  
Political Landscape ◽  
Legal Thinking ◽  
Democratic Constitution

South Africa has, like many other African countries, inherited a foreign legal system. The democratic Constitution of 1996 altered the country’s legal framework such that it became reflective of societal change, while recognising plurality in South African legal culture(s). Owing to the 2015‒2016 #FeesMustFall student protests, another ideological shift in legal education is being precipitated by the changing socio‒political landscape of the country. This shift is framed as decolonisation, which entails shedding the colonial yoke of exclusive western ideologies and thinking, thereby requiring an inclusive educational approach. Such a transformed education would incorporate local African traditions, customs and ideologies that existed prior to colonial imposition. Legal thinking and culture is dependent on legal education, and legal education is consequently reliant on the legal framework. Considering this chain of influences, I argue that decolonisation cannot be achieved merely as a change in legal education alone: it requires an ideological shift in the country’s legal framework.

scholarly journals Holding Up the Mirror: A theoretical and practical analysis of the role of reflection in Clinical Legal Education

2014 ◽  
Vol 18 ◽  
pp. 181 ◽  
Author(s):  
Rachel Spencer
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Legal Education ◽  
Reflective Writing ◽  
Clinical Context ◽  
Clinical Teachers ◽  
Clinical Program ◽  
Reflection In Action ◽  
Education Courses

<p>This article provides a summary of the broader literature on reflection that has been published over the last twenty years in a variety of disciplines. It then examines the literature from two major clinical legal education journals in relation to reflective writing as a component of clinical legal education courses. It attempts to provide answers to the questions: What do we mean when we say we ‘teach’ students to be ‘reflective’? How do we do that? How do we ‘teach’ students to write reflectively? The article looks at the problems we face in teaching ‘reflection’ in the clinical context and examines issues stemming from the reality of reflection being an important part of a clinical program. It also argues that being ‘reflective’ is not necessarily intuitive for students and that clinical teachers must teach students how to ‘be reflective’. The article demonstrates an example of reflection in action by the provision of examples from the writer’s own teaching experiences. Finally, the article collates and reproduces suggestions from the literature on best teaching practice on the use of reflection as a teaching and learning tool within clinical legal education courses.</p>

The Practice and the Pressure to Progress

2022 ◽  
pp. 476-494
Author(s):  
Linda Ann Wendling
Keyword(s):  
Teaching And Learning ◽  
Legal Education ◽  
Domino Effect ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Mandatory Training ◽  
Technological Advances ◽  
Bar Association ◽  
The Impact

As one of the most traditional professions, the practice of law has been slower than most to adapt to technological advances and recognize the impact on the changing nature of work for attorneys. Only two state bar associations currently require continuing legal education in technology. New York's bar association has recommended mandatory training in cybersecurity; however, it would comprise only 1 credit within the Ethics & Professionalism Continuing Legal Education (CLE) requirements. This chapter will explore the negative “domino effect” that disregarding or underestimating the power of technology in both legal education and practice can have on access, diversity, and ultimately justice. By presenting the evidence here, perhaps the profession through its many and varied institutions and organizations can finally turn against the tide of tradition. The profession and its oversight bodies must look farther back in the pathway to practice to re-imagine legal education and embrace that which is now possible through technology and innovative teaching and learning methods.

Overhauling the Contents of Islamic Law Courses in Nigerian Universities: An Overdue Phenomenon

2020 ◽  
Vol 3 (1) ◽  
pp. 11-27
Author(s):  
Olagunju-Ibrahim R Olawale ◽  
Olokooba S Muhammed ◽  
Solomon O Afolabi
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
Islamic Law ◽  
Legal Education ◽  
Historical Context ◽  
Law Students ◽  
Founding Fathers ◽  
Effective Learning ◽  
History Of ◽  
High Level

Set on historical context, this paper examines generally the problems hindering the effective learning of Islamic Law (Sharīʻah) in the citadels of learning in Nigeria. In doing this, the paper highlights the history of legal education especially, the high level of teaching and learning of Islamic Law in the pre-colonial Nigeria and the contemporary problems facing quality Islamic legal education due to colonial antipathy for Islamic Law as well as shortcomings in the content of Sharīʻah law curriculum of the Nigerian legal education system. Using doctrinal research method, the paper finds that scanty contents of the Sharīʻah law courses taught to combined law students in Nigerian universities go contrary to the aims and objectives of the founding fathers of the Islamic legal education in Nigeria. To achieve a turn round and improve the situation, the paper recommends the need for overhauling of the contents of all Islamic Law courses in the Nigerian Universities.

9. Teaching in Law—Seminars, Lectures and More

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Teaching And Learning ◽  
Traditional Approach ◽  
Legal Education ◽  
Problem Based Learning ◽  
Peer Learning ◽  
Law Schools ◽  
Legal Studies ◽  
Approach To Teaching

Every law programme will make use of a range of different teaching opportunities, with differing aims and approaches — all designed to help the student to learn. This chapter looks at the different classes the student may come across during their legal studies, particularly lectures, tutorials, and seminars, and how to get the best out of them. Although many law schools take a largely traditional approach to teaching and learning, they may come across different approaches, such as problem-based learning, peer learning, or clinical legal education. These may be found within individual modules or across the whole curriculum, and embedded in the teaching structure or just used to enhance a more traditional approach.

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