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 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 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.

Looking at Law School Rankings in India Through the Lens of Democratic Ideals

2021 ◽  
Vol 8 (2) ◽  
pp. 175-193
Author(s):  
Swarna Hardikar
Keyword(s):  
Human Rights ◽  
Social Change ◽  
Teaching And Learning ◽  
Legal Education ◽  
Law School ◽  
Fundamental Rights ◽  
Law Schools ◽  
International Convention ◽  
Ranking Systems ◽  
Democratic Ideals

Legal education in India has undergone phenomenal changes in the past few years. Gone are the days when certain established universities had a monopoly over legal education, and when interest in professional legal education was surpassed by the likes of science, technology and medicine, which are essential for the industrial and social development of any country. Lawyers, characterized as social engineers, are equipped with the vision for social change, which is essential in a developing country like India. Lawyers understand the present and have a vision for the future. Social change can be brought about by change in law, which reflects the direction in which the country is progressing. Ranking systems portraying democratic and constitutional ethos will encourage law schools and related authorities to change; accordingly, that is when they will become equipped to bring about relevant social change. Hence, it only seems pertinent to analyse the ranking systems in accordance with the democratic ideals and ethos enshrined in the Constitution, including the Preamble, which is where we find the mention of justice, equality, liberty and fraternity, the Fundamental Rights and the Directive Principles of State Policy, where we find the mention of the rule of law, social welfare and the values propounded by the Universal Declaration of Human Rights, the international convention on human rights. This will provide a better perspective for judging the quality of law schools and the law students, which will be essential in understanding the changes which need to be made to the current teaching and learning pedagogy. Students will be more equipped to deal with the challenges posed by the legal profession after graduation and will become harbingers of justice.

scholarly journals Modern approaches to the organization of lawyers’ training in Ukraine

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Yarosh Anna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Professional Training ◽  
Legal Education ◽  
Legal Protection ◽  
Educational Process ◽  
Educational Resources ◽  
Practical Training

The article is devoted to the analysis of modern approaches to the organization of the educational process, which would contribute to the formation of a category of lawyers with the necessary knowledge and are capable of preparing and implementing reforms in the political and legal system of their state. It is determined that modern legal education poses its own requirements to the applicant, namely to be a comprehensively developed, independent, self-sufficient person, guided in life by his own knowledge and beliefs, in this regard, the issue of professional training of a modern lawyer, which could withstand modern challenges, becomes especially relevant. It is noted that the training of the future lawyer should be aimed at forming a versatile specialist (lawyer), ready to fulfill a complex set of modern practical tasks for the legal protection of the rights, freedoms and legitimate interests of a person and citizen. On this basis, the training of future lawyers should take into account modern approaches to the educational process. The most important of them are analyzed on the example of the National University of Life and Environmental Sciences of Ukraine (hereinafter - NULES of Ukraine). First, the quality of specialists’ training substantially depends on quality of teaching subject matters which is defined by providing applicants with the corresponding training material (modern qualitative textbooks, manuals, study guides, didactic materials, etc.). And most importantly - the use of computer technology, electronic educational resources, with the help of which the interaction of the sphere of higher education with other spheres of life of society is ensured. Of course, modern ICTs increase the efficiency of the educational process, open the possibility of introducing completely new methods of teaching and learning. However, the implications of the growing importance of ICT in general, and the Internet in particular, should also be taken into account. The use of modern ICTs has become an integral part of the educational process of NULES of Ukraine during the Covid-19 pandemic. Secondly, taking into account modern trends in the field of education, the training of future lawyers should not ignore one of the most important indicators of the quality of higher legal education - the use of a foreign language in the educational process, in particular English. In particular, the NULES of Ukraine provides teaching in English of certain legal disciplines for applicants for higher education of the first (bachelor's) level. Thirdly, the training of a lawyer should be not only theoretical, but also practical. Practical training of a lawyer involves work during practical classes, internships in enterprises, institutions and organizations, self-training by independently performing certain tasks. However, it is worth highlighting another form of practical component of the training of future lawyers - these are legal clinics. To date, such a form of specialists’ practical training in the field of law has been effectively introduced into the educational process of higher educational institutions of Ukraine of the III-IV levels of accreditation. NULES of Ukraine is no exception. The Legal Clinic «Protection and Justice» operates on the basis of the Department of International Law and Comparative Law. It is proved that the quality of specialists’ training in the field of law depends on many factors (the use of modern ICT in the educational process, electronic educational resources, the possibilities of foreign languages in teaching legal disciplines, etc.). However, to a large extent, the quality of training depends on the practical component of the educational process, and therefore special attention should be paid to this component. Keywords: legal education, a lawyer, modern approaches, educational process, lawyers’ training, distance education, foreign language, legal clinic

scholarly journals Curriculum Design: Difficulties and Realities in Introducing Innovative Teaching and Learning Experience

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Abdul Mohaimin Noordin Ayus
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Legal Education ◽  
Law School ◽  
Success Factor ◽  
Innovative Teaching ◽  
Legal Studies ◽  
Brunei Darussalam

The 20th century legal education system is said to have failedto teach students practical legal skills, critical analysis anddecision-making methods, as it did not give studentssystematic training in effective techniques for learning the lawfrom the experience of the legal practice. At the end of thecentury, a pedagogic method known as the clinical legaleducation was developed which broadens legal education inall of these dimensions. It is important for a member of a lawschool academic to examine this pedagogical approachtowards enhancing students’ knowledge and skills in meetingthe needs of the changing time. Law schools in Malaysia andto some extent in Brunei Darussalam have some or limitedautonomy in introducing Innovative Teaching and Learningmethods into the curriculum design, but no true success couldbe lauded either as difficulties and realities in the study of lawwithin the common law jurisdictional context requires strongcognitive elements before a student could really delve inpractical legal skill exercises. The realities cover two main areasof development: (1) the components of legal studies, and (2)the outcomes of the studies. The difficulties may be associatedwith (1) the governing educational policies; (2) qualificationand quality of students admitted to law school, (3) theexperience of the law teachers; and (4) the learningenvironment. The traditional method could not simply beblamed or ignored, if there ever be a failure in the system, onthe one hand, and the much ushered innovative learningmethods may not necessarily be the success factor, on theother.

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