scholarly journals Clinical Legal Education: Bridging the gap between study and legal practice

2014 ◽  
Vol 2 ◽  
pp. 86
Author(s):  
Jessica Kaczmarek ◽  
Jacquie Mangan
Keyword(s):  
Education Program ◽  
Case Reports ◽  
Legal Education ◽  
Human Interaction ◽  
Legal Practice ◽  
Case File ◽  
Legal Studies ◽  
Client Relationships ◽  
Law Student ◽  
Law Degree

<p>For a law student, the academic study of the law and the actual practice of its principles seem worlds apart. With our desk piled high with books, case reports and legislation, the opportunity to experience and reflect upon the human interaction that underpins legal practice is notably lacking. While good lawyer client relationships are vital to successful legal practice, at present, a law student can obtain their law degree without ever interviewing a client or managing a case file. It was with this paradox in mind that during 2000 we embraced the opportunity to be a part of a clinical legal education program run by La Trobe University’s School of Law and Legal Studies.</p>

Why Study Law? The Relevance of Legal Information to the Law Student, Researcher and Practitioner

2011 ◽  
Vol 11 (4) ◽  
pp. 221-226 ◽  
Author(s):  
Graham Virgo
Keyword(s):  
Academic Discipline ◽  
Law Students ◽  
Memorial Lecture ◽  
Legal Practice ◽  
England And Wales ◽  
Legal Information ◽  
Key Skills ◽  
Academic Researchers ◽  
Law Student ◽  
Law Degree

AbstractProfessor Graham Virgo, in delivering the 3rd Willi Steiner Memorial Lecture, asks if it is possible to become a legal practitioner in England and Wales without having studied Law as an academic discipline. Is there any point in studying for a Law degree? Students study any academic subject to acquire knowledge and to develop key skills. This is just as true of students studying Law. But is the knowledge acquired by a Law student and the skills which they develop really of benefit to them in legal practice? Crucially, what can the managers of legal information do to support the particular needs of Law students and academic researchers?

17. Expanding legal skills—mooting, negotiation and more

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Critical Thinking ◽  
Extracurricular Activities ◽  
Legal Practice ◽  
Transferable Skills ◽  
Law Student ◽  
Law Degree

A law degree can provide the student with opportunities to put their knowledge of law and your legal skills into practice, and further develop skills that are key to legal practice. This is important if they want to pursue a career as a lawyer of course, but is of much wider value in developing specific skills to enhance employability more generally. This chapter explores the important legal skills-related extracurricular activities that are commonly available, considering the value of these programmes to the successful law student. It explains how these activities can further develop skills such as analysis and critical thinking, while also developing transferable skills such as professionalism, teamwork, presentation, and timeliness.

On the knowledge education of law practice teaching in law education

2021 ◽  
pp. 002072092110134
Author(s):  
Xiaoyi Yuan
Keyword(s):  
Teaching Methods ◽  
Social Practice ◽  
Life Experience ◽  
Legal Education ◽  
Legal Knowledge ◽  
Legal Practice ◽  
Teaching Principles ◽  
Teachers And Students ◽  
Practice Teaching ◽  
Complex Knowledge

Legal knowledge is boring, and some content is not related to their life experience. To impart such complex knowledge to students, as a teacher, you must improve your professional skills, actively explore, learn, and find the best teaching methods. Only in this way can the students’ understanding of legal knowledge and thinking ability be expanded, and the boring legal knowledge can be more specific, visualized, popular, life-oriented, and easy to understand, so that students can master and understand legal knowledge and transform it into their own practical actions. This article is mainly aimed at the conditions created by the current social practice of law students by enterprises and institutions in the society, as well as the knowledge teaching situation of law practice teaching in law education during school. It emphasizes the importance of knowledge education in legal practice teaching, and calls on schools to increase investment in time teaching. All the teachers and students are required. This article scientifically and comprehensively interprets the knowledge education situation of legal practice teaching in our country’s legal education. Especially the intuitive analysis, in the process of knowledge education, the teaching methods adopted the teaching principles to follow and other issues. It makes everyone more clearly and straightforwardly aware of the positive significance of the knowledge education of legal practice teaching in legal education for the cultivation of talents. Through the discussion of the problems, this article knows the importance of constructing a reasonable teaching model of law. Among them, practical teaching knowledge education is very beneficial to students and has a profound impact on students’ future employment. The experimental results show that the traditional legal education training is not to abandon all, but to effectively integrate with the current teaching tasks and training objectives, so as to truly train students into comprehensive all-round legal professionals.

University Education and English Ecclesiastical Lawyers 1400–1650

2011 ◽  
Vol 13 (2) ◽  
pp. 132-145 ◽  
Author(s):  
Richard Helmholz
Keyword(s):  
Thirteenth Century ◽  
Legal Education ◽  
University Education ◽  
Legal Practice ◽  
Negative Opinion ◽  
Ius Commune ◽  
The Law ◽  
The Church ◽  
Academic Study

Most recent historians have expressed a negative opinion of the quality of legal education at the English universities between 1400 and 1650. The academic study of law at Oxford and Cambridge, they have stated, was easy, antiquated and impractical. The curriculum had not changed from the form it assumed in the thirteenth century, and it did little to prepare students for their careers. This article challenges that opinion by examining the inner nature of the ius commune, the law that was applied in the courts of the church, and also by examining some of the works of practice compiled by English civilians during the period. Those works show that the negative opinion rests in part upon a misunderstanding of the nature of legal practice during earlier centuries. In fact, concentration on the texts of the Roman and canon laws, as old-fashioned as it seems to us, was well suited for the tasks advocates and judges would face once they left the academy. It also provided the stimulus needed for advance in the law of the church itself; their legal education made available to potential advocates and judges skills that would permit a sophisticated application of the ius commune, one better suited to their times. The article provides evidence of how this happened.1

Legal Information and the Social Media: Some Current Issues

Libri ◽  
2018 ◽  
Vol 68 (4) ◽  
pp. 345-359
Author(s):  
Vicki Lawal ◽  
Peter G Underwood ◽  
Christine Stilwell
Keyword(s):  
Social Media ◽  
Legal Education ◽  
Preliminary Evidence ◽  
Survey Method ◽  
Law Firms ◽  
Legal Practice ◽  
Legal Research ◽  
Legal Information ◽  
The Social ◽  
Study Population

Abstract This article examines the effect of the adoption of social media in legal practice in Nigeria. It discusses some of the major challenges that have recently been experienced in the use of legal information in Nigeria within the context of the social media revolution, particularly with respect to ethics. A survey method was employed and data was collected through self-administered questionnaires to the study population comprising practicing lawyers located in various law firms in Nigeria. Outcomes from the study provide preliminary evidence on the nature of the application of social media in legal practice and the prospects for its inclusion as an important aspect of legal research in the legal education system in Nigeria.

scholarly journals Legal education in Lithuania

2017 ◽  
Vol 15 (4) ◽  
pp. 9-19
Author(s):  
Katažyna Mikša
Keyword(s):  
Legal Education ◽  
Bologna Process ◽  
Strong Ties ◽  
Legal Studies ◽  
One Stage ◽  
Recent Developments ◽  
The One ◽  
The Bologna Process ◽  
Insight Into

The paper analyzes the system of legal education in Lithuania. It provides a short historical overview and recent developments in this area. On the one hand, higher education institutions try to implement main goals of the Bologna Process and to provide two-cycle studies in the field of law. On the other hand, there are still very strong ties to the traditional one-stage model of legal studies. Thus, universities try to combine both these models and offer both two-stage and one-stage studies. In such a situation students are given an opportunity to choose the model they prefer. The paper gives an insight into the programs of studies offered by the universities in Lithuania. The last thing discussed in the article is the issue of securing quality of legal studies.

scholarly journals Keeping up with change: no alternative to teaching ADR in clinic. An Australian perspective

2018 ◽  
Vol 25 (1) ◽  
pp. 35
Author(s):  
Jacqueline Weinberg
Keyword(s):  
Dispute Resolution ◽  
Clinical Education ◽  
Alternative Dispute Resolution ◽  
Legal Education ◽  
Law Students ◽  
Access To Justice ◽  
Legal Practice ◽  
Law Schools ◽  
The Cost ◽  
Client Needs

<p>Over the last 30 years alternative dispute resolution (ADR) has become more prominent in Australian legal practice due to the need to reduce the cost of access to justice and to provide more expedient and informal alternatives to litigation. As legal educators, we need to ask: how should we be preparing law students entering practice for these changes? How can we ensure that once they become lawyers, our students will not rely entirely on litigious methods to assist their clients but instead look at alternatives for dispute resolution?</p><p>In this paper, I argue that there is no alternative to teaching ADR in clinic in order to address client needs and to ensure that students engaged in clinical education are prepared for changes in legal practice today. I show that the increasing focus upon ADR in Australian legal practice represents a challenge for law schools, and that legal educators need to ensure they are educating students about ADR.</p><p>I argue that it is important to determine whether ADR is being taught to students undertaking clinical legal education in ways that will enhance their preparation for legal practice. I will show that there is a need to explore: whether ADR is being taught within clinical legal education, the strengths and weaknesses of existing approaches, and how the teaching of ADR within clinics can be improved.</p>

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