of Advanced Legal Studies Working Party Report on the Ethics ofConditional Agreements, and Avrom Sherr, Woolf Professor of Legal Education at the Institute of Advanced Legal Studies. The second extract is from Richard Harrison, a partner at Laytons.

2012 ◽  
pp. 486-493
Keyword(s):  
Legal Education ◽  
Working Party ◽  
Legal Studies

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.

How Much “Law” in Legal Studies? Approaches to Teaching Legal Research and Doctrinal Analysis in a Legal Studies Program

2014 ◽  
Vol 29 (03) ◽  
pp. 297-310 ◽  
Author(s):  
Vincent Kazmierski
Keyword(s):  
Research Methods ◽  
Legal Education ◽  
Multiple Roles ◽  
Methods Course ◽  
Law Schools ◽  
Legal Research ◽  
Pedagogical Strategies ◽  
Legal Studies ◽  
Professional Law

Abstract This article addresses the teaching of legal research methods and doctrinal analysis within a legal studies program. I argue that learning about legal research and doctrinal analysis is an important element of legal education outside professional law schools. I start by considering the ongoing debate concerning the role of legal education both inside and outside professional law schools. I then describe the way in which the research methods courses offered by the Department of Law and Legal Studies at Carleton University attempt to reconcile the tension between “law” and legal studies. In particular, I focus on how the second-year research methods course introduces students to “traditional” legal research and doctrinal analysis within a legal studies context by deploying a number of pedagogical strategies. In so doing, the course provides students with an important foundation that allows them to embrace the multiple roles of legal education outside professional law schools.

scholarly journals Transformation of Legal Education in Indonesia Based on Social Justice

2020 ◽  
Vol 13 (1) ◽  
pp. 143
Author(s):  
Otong Rosadi ◽  
Awaludin Marwan
Keyword(s):  
Social Justice ◽  
Clinical Education ◽  
Education System ◽  
Legal Education ◽  
Law Students ◽  
The Other ◽  
Short Term ◽  
Legal Studies ◽  
Law And Justice ◽  
Compulsory Subject

The transformation of legal education in Indonesia has become the study and anxiety of many legal experts in Indonesia. Legal education is seen as only producing law graduates who are no more legal craftsmen. Legal education ignores the ideologization of social justice values. Therefore, the transformation of higher legal education in Indonesia absolutely must be done by first carrying out an inventory of the main problems in the legal education system in Indonesia. This article attempts to perform an analysis of the description of the main problems in the legal education system and the steps that should be taken to hasten the transformation of higher legal education in Indonesia. Changes in the Legal Studies Curriculum and the transformation of the learning process that is more oriented towards humanizing lecturers and students have become an urgent need. One of the short-term offers is to make Legal Clinical Education as a compulsory subject in the Legal Studies Program. Whereas the other offer is transformation the Legal Studies Curriculum, Legal Learning Methods and Processes that are oriented in mastering the legal knowledge, legal skills, and law students' alignments on issues of law and justice.

scholarly journals Mediation and Experiential Learning: How a Mediation Clinic Can Inform a Law-based Curriculum

2014 ◽  
Vol 16 ◽  
pp. 90
Author(s):  
Ben Waters
Keyword(s):  
Criminal Justice ◽  
Experiential Learning ◽  
Dispute Resolution ◽  
Core Curriculum ◽  
Legal Education ◽  
Legal Studies ◽  
The Core ◽  
Christ Church ◽  
Justice Studies

<p>The perception that students of Law and Legal Studies should learn about a variety of methods of dispute resolution and not just litigation, has prompted the Department of Law and Criminal Justice Studies at Canterbury Christ Church University in Kent UK to establish a mediation clinic as a focus for undergraduate experiential learning. This article will consider the importance of discipline based research and the integration of clinical legal education within the core curriculum, the benefits offered by a combined live and simulated curricula approach in the context of mediation and the importance of providing a practical input during the academic stage of legal education.</p>

scholarly journals The Association of Transnational Law Schools' Agora: An Experiment in Graduate Legal Pedagogy

2009 ◽  
Vol 10 (6-7) ◽  
pp. 929-958 ◽  
Author(s):  
Phillip G. Bevans ◽  
John S. McKay
Keyword(s):  
Doctoral Students ◽  
Legal Theory ◽  
Legal Education ◽  
International Governance ◽  
Summer Program ◽  
Law Schools ◽  
Legal Studies ◽  
Transnational Law ◽  
Legal Transplantation ◽  
Social Organizational

The Association of Transnational Law Schools [ATLAS] is a consortium of seven law schools from four continents that launched an annual academic summer program, called the Agora, for doctoral students this past July 2008. As the name of the consortium would suggest, the program focused on transnational law. The Agora is one of several multi-school initiatives aimed at furthering the study of the globalizing legal environment. The Agora both reflects and furthers a trend in legal scholarship, and as a consequence legal education, toward a focus on a set of interrelated concerns, which include globalization, international governance, transnational law, comparative legal studies, legal transplantation and the apparent conceptual challenges that these pose. In important respects these new conceptual challenges have a long pedigree in questions about the scope of legal pedagogy and theory. The pedagogical controversy is rooted in questions about the purpose of legal education, namely, whether it is trade training and should focus on practical legal skills, or whether it should be conceived of as broader than this. Intimately connected to this pedagogical controversy is a legal-theoretical controversy about the scope of legal theory (and thus the nature of law and its investigation). Does the word “law” designate the organizational instruments of state power, or should we think of “law” as referring to a more diverse set of social-organizational systems that may have greater or less affinity and connection with state law?

International Legal Studies V

2021 ◽  
Keyword(s):  
Human Rights ◽  
Criminal Law ◽  
Legal Education ◽  
Autonomous Driving ◽  
European Law ◽  
Insolvency Law ◽  
Legal Studies ◽  
Economic Law ◽  
Present Volume ◽  
European Criminal Law

The present volume, being a consequence to the ELPIS network members' variety, follows the tradition of its predecessors in dealing with various questions of European law (including more specific questions of European legal education) whereby questions of the Union's Economic Law, more specifically in the context of the topics of insolvency law, autonomous driving, ship dismantling and certain effects of European criminal law are analysed. It also deals with issues of human rights due to differing views on society, which are in particular characterized by realism; the latter can also be found (and heard) in "legalistic" works by a contemporary of Stahl, Johann Strauss' Father (1804-1849) and his descendants. With contributions by Prof. Dr. Caroula Argyriadis-Kervegan, Prof. Dr. Christian Becker, Robert Brockhaus, Prof. Dr. Dr. h.c.mult. Hilmar Fenge, Prof. Dr. Claas Friedrich Germelmann, Ludmilla Graz, Lena Gumnior, Prof. Dr. Bernd Oppermann, Dr. Dimitrios Parashu, Prof. Dr. Vasco Pereira da Silva and Prof. Dr. Armelle Renaut Couteau.

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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