Results for 'Legal Pedagogy'

971 found
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  1. The impact of "stateless law" on legal pedagogy.Rosalie Jukier - 2015 - In Helge Dedek & Shauna Van Praagh (eds.), Stateless law: evolving boundaries of a discipline. Burlington, VT, USA: Ashgate.
     
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  2.  16
    The Scholarly and Pedagogical Benefits of the Legal Laboratory: Lessons from the Consortium for the Advanced Study of Brain Injury at Yale Law School.Zachary E. Shapiro, Chaarushena Deb, Caroline Lawrence, Allison Rabkin Golden, Megan S. Wright, Katherine L. Kraschel & Joseph J. Fins - 2023 - Journal of Law, Medicine and Ethics 51 (3):672-683.
    In our article, we share the lessons we have learned after creating and running a successful legal laboratory over the past seven years at Yale Law School. Our legal laboratory, which focuses on the intersection of law and severe brain injury, represents a unique pedagogical model for legal academia, and is closely influenced by the biomedical laboratory.
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  3.  1
    The pedagogical contract: the economies of teaching and learning in the ancient world.Yun Lee Too - 2000 - Ann Arbor: The University of Michigan Press.
    The Pedagogical Contract explores the relationship between teacher and student and argues for ways of reconceiving pedagogy. It discloses this relationship as one that since antiquity has been regarded as a scene of give-and-take, where the teacher exchanges knowledge for some sort of payment by the student and where pedagogy always runs the risk of becoming a broken contract. The book seeks to liberate teaching and learning from this historical scene and the anxieties that it engenders, arguing that (...)
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  4.  44
    Essays as “clinical” pedagogy: a Hegelian approach to essay writing.Marc Johnson & Laura Bradley - 2024 - The Law Teacher 58 (4):515-534.
    Current debates in Clinical Legal Education (CLE) exclude essay writing as a legitimate form of ‘clinical’ pedagogy. This article argues that essay writing should be classified as a form of CLE due to its potential to mirror legal practice and enhance students' reflective capacities. By incorporating Hegelian dialectical reasoning, the paper proposes a structured approach to legal essay writing that includes thesis, antithesis, and synthesis. This method encourages students to engage deeply with legal arguments, reflecting (...)
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  5.  52
    Legal, Tender: The Deferred Romance of Pedagogical Relation in The Paper Chase.James Stillwaggon & David Jelinek - 2011 - Studies in Philosophy and Education 30 (1):1-17.
    Films depicting educational relationships typically emphasize personal connections between students and teachers over the educational goals that such relations facilitate. In doing so, these films raise the question of how teachers stand in relation to their institutional roles in such a way as to inspire students’ desires for knowledge. In this paper, in order to examine the influence of institutional roles in defining teacher–student relationships, we analyze “The Paper Chase,” a film in which teacher and student have no personal connection (...)
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  6.  37
    Pedagogical law and abject rage in post‐trauma society.Mario Di Paolantonio - 2001 - Cultural Values 5 (4):445-476.
    This article explores the ethical consequences of the seemingly benign suggestion that the retelling of an event of state sponsored violence through the protocols of the law can provide a lesson/forum for fostering “discursive solidarity.” Focusing on the example of post‐dictatorship Argentina, the apparent pedagogical soundness of transmitting the traumatic event through legal commemoration will be complicated by considering how the law is employed as a mechanism for bracketing divisive memories and affects that interrupt the coherence of the national (...)
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  7.  28
    Transformative Anti-Ableist Pedagogy for Social Justice.Dušana Podlucká - 2020 - Outlines. Critical Practice Studies 21 (1):69-97.
    Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classrooms. I argue, that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy and teaching practices, we need a (...)
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  8.  25
    Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education.Diana Adela Martin, Gunter Bombaerts, Maja Horst, Kyriaki Papageorgiou & Gianluigi Viscusi - 2023 - Science and Engineering Ethics 29 (6):1-29.
    Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engineering education. The second aim is to articulate (...)
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  9. Towards Pedagogy supporting Ethics in Analysis.Marie Oldfield - 2022 - Journal of Humanistic Mathematics 12 (2).
    Over the past few years we have seen an increasing number of legal proceedings related to inappropriately implemented technology. At the same time career paths have diverged from the foundation of statistics out to Data Scientist, Machine Learning and AI. All of these new branches being fundamentally branches of statistics and mathematics. This has meant that formal training has struggled to keep up with what is required in the plethora of new roles. Mathematics as a taught subject is still (...)
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  10.  45
    The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy.Michalinos Zembylas - 2014 - Educational Philosophy and Theory 46 (10):1143-1159.
    This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, (...)
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  11.  32
    Sex as a Pedagogical Failure.Amia Srinivasan - 2020 - Yale Law Journal 129 (4).
    In the early 1980s, U.S. universities began regulating sexual relationships between professors and students. Such regulations are routinely justified by a rationale drawn from sexual-harassment law in the employment context: the power differential between professor and student precludes the possibility of genuine consent on the student’s part. This rationale is problematic, as feminists in the 1980s first observed, for its protectionist and infantilizing attitude toward (generally) women students. But it is also problematic in that it fails to register what is (...)
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  12.  87
    What Does the Right to Education Mean? A Look at an International Debate from Legal, Ethical, and Pedagogical Points of View.Gonzalo Jover - 2001 - Studies in Philosophy and Education 20 (3):213-223.
    Working from a concept of politics of education that encompasses legal,ethical and pedagogical levels of analysis, this paper presents theresults of a field work project on the meaning and current state of theright to education with a larger philosophical discourse. Talk ofeducation as a human right presupposes taking part in a horizon ofinterpretation. Projected is a view of person as a subject, i.e., assomeone not only placed in a specific context, but also as someone whois capable of distancing him/herself (...)
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  13.  19
    Headteacher as a Pedagogical Leader: a Comparative Study of Headteachers in Sweden and England.Stephan Rapp - 2010 - British Journal of Educational Studies 58 (3):331-349.
    This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible (...)
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  14.  23
    Racism, public pedagogy, and the construction of a United States values infrastructure, 1661–2023: a critical reflection. [REVIEW]Barbara Becnel - 2024 - Journal of Philosophy of Education 58 (2-3):289-307.
    This paper argues that public pedagogy—an educational activity that takes place outside of the traditional classroom setting—has had a potent impact on the history of racism in the United States of America (USA). Yet this paper questions why the education academy’s scholarship has not shown a commensurate focus on the subdiscipline of public pedagogy, particularly racialized public pedagogy. I explore these topics by first examining a fateful confluence of historical circumstances involving slave codes and indentured servant laws (...)
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  15.  36
    Management Education and the Teaching of Ethics: Pedagogy, Practice and the Challenge of a New Initiative.Ananta Kumar Giri - 1997 - Journal of Human Values 3 (1):3-19.
    This paper examines the issue of teaching of ethics in management education with specific reference to the debate on this and pedagogic interventions in India and the United States. It describes, among others, the initiative taken at Harvard Business School to teach ethics to MBA students as well as the effort made by the Indian Institute of Management, Calcutta to teach ethics and human values to the students. It is argued that all these pedagogic initiatives can help us to be (...)
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  16.  22
    Doing the right thing: computer ethics pedagogy revisited.Simon Jones - 2016 - Journal of Information, Communication and Ethics in Society 14 (1):33-48.
    – This paper aims to critically reassess established approaches to the teaching and analysis of computer ethics, and to propose a revised methodology, drawing on the practical experience of teaching undergraduates in a culturally diverse, international learning environment., – Theoretical in scope, reviewing concepts and methods in the existing literature and developing an alternative inter-disciplinary and multi-dimensional framework., – Ethical analysis can benefit from broader, inter-disciplinary perspectives that take into account the social and economic context in which information and communication (...)
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  17.  50
    Do Children Have Rights or Do Their Rights Have to be Realised? The United Nations Convention on the Rights of the Child as a Frame of Reference for Pedagogical Action.Rudi Roose & Maria Bouverne-De Bie - 2007 - Journal of Philosophy of Education 41 (3):431-443.
    The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children’s rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children’s legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, (...)
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  18.  70
    Do children have rights or do their rights have to be realised? The united nations convention on the rights of the child as a frame of reference for pedagogical action.Rudi Roose & B. I. E. Bouverne-de - 2007 - Journal of Philosophy of Education 41 (3):431–443.
    The United Nations Convention on the Rights of the Child (UNCRC) is presented and understood as the primary reference point regarding questions of children’s rights. However, the UNCRC is not a neutral instrument deployed to meet the rights of children: it embodies a specific perception of the child, childhood and citizenship. The interpretation of the UNCRC from the point of view of children’s legal status emphasises the autonomy of children; the focus is on the rights that children possess. Conversely, (...)
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  19.  42
    Knowing Better: Sex, Cultural Criticism, and the Pedagogical Imperative in the 1990s.Jeffrey Wallen & Richard Burt - 1999 - Diacritics 29 (1):72-91.
    In lieu of an abstract, here is a brief excerpt of the content:Knowing Better: Sex, Cultural Criticism, and the Pedagogical Imperative in the 1990sRichard Burt (bio) and Jeffrey Wallen (bio)Teacher Petting“A distinguished professor and her graduate student French-kissed in front of a semicircle of gaping students. Were they furthering ‘an exploration of the erotics of the relation between teacher and student’ as the professor says—or was it part of a pattern of sexual harassment as the student later charged?” So ran (...)
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  20.  34
    Teaching humanism with humanoid: evaluating the potential of ChatGPT-4 as a pedagogical tool in bioethics education using validated clinical case vignettes.Russell Franco D’Souza, Mary Mathew, Princy Louis Palatty & Krishna Mohan Surapaneni - 2024 - International Journal of Ethics Education 9 (2):229-241.
    The integration of artificial intelligence into bioethics education represents a new pedagogical approach that addresses complex moral issues in healthcare. The use of AI-driven platforms like ChatGPT in bioethics education can enhance critical thinking and decision-making skills among students by providing a diverse range of perspectives and solutions. To assess the ability of ChatGPT-4 to understand and resolve ethical dilemmas using validated clinical case vignettes, thereby determining its suitability as a teaching aid in bioethics. Ten clinical scenarios, each with inherent (...)
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  21.  11
    Modifying Clinical Ethics Cases for Pedagogy: The Case of “Enzokuhle”.Michael J. Murphy - 2021 - Teaching Ethics 21 (1):103-111.
    In order to effectively prepare students for medical decisions with complex, ethical disagreements and value-laden conflicts, a progression from simpler case analysis to multi-layered conflicts is often helpful. Presented here is a unique case of pregnancy in a true hermaphrodite from recent medical literature. The case is artificially layered with additional, medical and discoverable contextual issues to help analyze three distinct questions in medical ethics: 1) Is it ethically permissible to perform an elective termination of pregnancy (ETOP) on a minor, (...)
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  22.  23
    Legal education and the legal academy.Fiona Cownie - 2010 - In Peter Cane & Herbert M. Kritzer (eds.), The Oxford handbook of empirical legal research. New York: Oxford University Press.
    Legal academics are deeply involved in researching legal phenomena. Examining empirical research on legal education reveals a story of increasing sophistication in both the methods and the analysis used in this area. Due to different cultures of academic law, research into legal education finds that it is predominantly found in common law jurisdictions while there is very little research into legal education in civil law jurisdictions. Empirical research on legal education can be divided into (...)
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  23. Meta-norms in complex situations : the pedagogy of recognition.Lars Persson - 2013 - In Matthias Baier (ed.), Social and legal norms: towards a socio-legal understanding of normativity. Burlington, VT, USA: Ashgate.
     
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  24.  22
    Putting authentic learning on trial: Using trials as a pedagogical model for teaching in the humanities.Jessica Riddell - 2018 - Arts and Humanities in Higher Education 17 (4):410-432.
    Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials can produce (...)
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  25.  24
    Legal education and the legal academy.Fiona Cownie - 2010 - In Peter Cane & Herbert M. Kritzer (eds.), The Oxford handbook of empirical legal research. New York: Oxford University Press.
    Legal academics are deeply involved in researching legal phenomena. Examining empirical research on legal education reveals a story of increasing sophistication in both the methods and the analysis used in this area. Due to different cultures of academic law, research into legal education finds that it is predominantly found in common law jurisdictions while there is very little research into legal education in civil law jurisdictions. Empirical research on legal education can be divided into (...)
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  26.  24
    Legally Affective: Mapping the Emotional Grammar of LGBT Rights in Law School.Senthorun Raj - 2023 - Feminist Legal Studies 31 (2):191-215.
    The teaching of critical race, feminist, and queer theory generally, and of LGBT rights specifically, has developed into a discrete, contested, and politicised area of teaching in English law schools and beyond. While there is some academic discussion on the personal and political significance of ‘promoting LGBT rights’ within law schools, less considered is how ‘LGBT rights’ are shaped by the emotions of legal academics and how these emotions circumscribe what we imagine LGBT rights can and/or should mean in (...)
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  27.  59
    Enhancing clinician provision of informed consent and counseling: Some pedagogical strategies.Stephen Wear - 1999 - Journal of Medicine and Philosophy 24 (1):34 – 42.
    Although long touted as an ethical and legal requirement, some clinicians still seem to offer less than fully adequate informed consent processes; similarly the counseling of patients and families, particularly about post-intervention scenarios, is often perfunctory at best. Keyed to a narrative of a patient's experience with surgery for a deviated septum, this article reflects on why such less than adequate clinician behaviors tend to occur and what might be done about them. Certain legal misconceptions about informed consent (...)
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  28.  35
    Caught in the cross-fire: Tackling hate speech from the perspective of language and translation pedagogy.Jelena Vujić, Mirjana Daničić & Tamara Aralica - 2018 - Lodz Papers in Pragmatics 14 (1):203-223.
    Hate speech is a phenomenon which has been in the focus of scholarly interest of linguists, philosophers, sociologists, human-rights advocates, legal and media experts. Much of this interest has been devoted to establishing criteria for identifying what constitutes hate speech across disciplines. In this paper, we argue that hate speech has profiled as a distinct subgenre of the language of politics with typical patterns and ways of addressing which can be recognized in political campaigns across the world. Therefore, we (...)
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  29.  3
    The Effects of Parliamentary Debate as a Pedagogy for Argumentation in L1 and L2 Contexts.Kota Jodoi - forthcoming - Argumentation:1-17.
    Debates have long been an effective educational method in various fields, including argumentation education. In debates in which participants are divided into affirmative and negative sides, engagement in argumentation is heightened. Numerous studies have attempted to demonstrate this, but the question of whether participation in debates leads to increased argumentativeness, or whether individuals who engage in debates inherently have a higher orientation towards argumentation, remains unresolved. In the present study, debates were conducted for 15 weeks, and argumentativeness was measured using (...)
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  30.  10
    The Legal Technology Guidebook.Kimberly Williams - 2017 - Cham: Imprint: Springer. Edited by Vincent M. Catanzaro, John M. Facciola & Peter McCann.
    This book explores the transformational impact of new technological developments on legal practice. More specifically, it addresses knowledge management, communication, and e-discovery related technologies, and helps readers develop the project management and data analysis skills needed to effectively navigate the current, and future, landscapes. It studies the impact of current trends on business practices, as well as the ethical, procedural, and evidentiary concerns involved. Introducing novel interactive technologies as well as traditional content, the book reflects expertise from across the (...)
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  31.  44
    The Granary of Legal Thought. Dedicated to the 20th Anniversary of “Jurisprudence”.Mindaugas Maksimaitis - 2013 - Jurisprudencija: Mokslo darbu žurnalas 20 (3):801-840.
    The article describes the history of Mykolas Romeris University periodical science journal “Jurisprudence”. The principal characteristics describing “Jurisprudence” as well as the content of the journal are discussed in the article. The “Jurisprudence” of today is a modern tribune that helps the scientists of Mykolas Romeris University and other educational institutions as well as the scientists of foreign countries to present to the society the findings of various scientific works in the sphere of research of fundamental and applicable legal (...)
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  32. MEDIA EDUCATION AND THE FORMATION OF THE LEGAL CULTURE OF SOCIETY.Anna Shutaleva - 2020 - Perspektivy Nauki I Obrazovania – Perspectives of Science and Education 45:10-22.
    Introduction. The development of legal culture and a culture of human rights in the modern world through media technologies, is acquiring special significance in connection with the processes of globalization and the spread of media in recent decades. The purpose of the article is to study the prospects for the use of media education in the formation of the legal social culture and a culture of human rights. Materials and methods. Based on a study of domestic and foreign (...)
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  33.  20
    Designing English for Legal Communication Programmes: Exploiting Legislative Genres.Vijay K. Bhatia - 2023 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 36 (4):1883-1896.
    Legislative writing, which is one of the key genres in the practice of law, has mostly been overlooked in pedagogic applications in English for Legal Communication (ELC), even though more than any other professional writing, it demonstrates very typical and distinctive use of linguistic and other semiotic resources, including some of the specific rhetorical conventions and constraints. However, it is surprising that despite its distinctive prominence in legal practice, it has never figured in English for Legal Communication (...)
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  34.  14
    Moral experience and legal education.Maksymilian T. Madelr - unknown
    This paper argues that the contemporary practice of moral philosophy (particularly in the examples it relies on) and the contemporary practice of legal education both tend to ignore, dismiss or exclude that which is here called 'moral experience.' Moral experience is here defined (non-exhaustively) to be: 1) that which helps us face up to, instead of hide away from, our mortality and fallibility; 2) that which helps us experience radical uncertainty about who we are, where we have been, and (...)
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  35.  14
    The New Legal Realism: Volume 1: Translating Law-and-Society for Today's Legal Practice.Elizabeth Mertz, Stewart Macaulay & Thomas W. Mitchell (eds.) - 2016 - Cambridge University Press.
    This is the first of two volumes announcing the emergence of the new legal realism as a field of study. At a time when the legal academy is turning to social science for new approaches, these volumes chart a new course for interdisciplinary research by synthesizing law on the ground, empirical research, and theory. Volume 1 lays the groundwork for this novel and comprehensive approach with an innovative mix of theoretical, historical, pedagogical, and empirical perspectives. Their empirical work (...)
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  36.  24
    Vytautas Raudeliūnas – Lithuanian Legal Historian.Vidmantė Giedraitytė & Antanas Šenavičius - 2009 - Jurisprudencija: Mokslo darbu žurnalas 117 (3):129-144.
    Vytautas Raudeliūnas is Lithuanian law historian, expert of the history of the Great Duchy of Lithuania, pedagogue and Lithuanian patriot. He spent his youth in exile and finished his studies in Russia and in Vilnius. He worked as a fellow in Lithuanian Science Academy, in the Monument Defence Office, the Institute of Culture, Philosophy and Art. V. Raudeliūnas lectured at Vilnius Pedagogical University. He was one of the establishers and publishers of periodical publications “The monuments of Lithuanian law”, “The studies (...)
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  37.  10
    Flipped Classrooms for Legal Education.Lutz-Christian Wolff - 2016 - Singapore: Imprint: Springer. Edited by Jenny Chan.
    This book discusses comprehensively the use of Flipped Classrooms in the context of legal education. The Flipped Classroom model implies that lecture modules are delivered online to provide more time for in-class interactivity. This book analyses the pedagogical viability, costs and other resource-related implications, technical aspects as well as the production and online distribution of Flipped Classrooms. It compares the Flipped Classroom concept with traditional law teaching methods and details its advantages and limitations. The findings are tested by way (...)
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  38.  70
    Teaching a process model of legal argument with hypotheticals.Kevin D. Ashley - 2009 - Artificial Intelligence and Law 17 (4):321-370.
    The research described here explores the idea of using Supreme Court oral arguments as pedagogical examples in first year classes to help students learn the role of hypothetical reasoning in law. The article presents examples of patterns of reasoning with hypotheticals in appellate legal argument and in the legal classroom and a process model of hypothetical reasoning that relates them to work in cognitive science and Artificial Intelligence. The process model describes the relationships between an advocate’s proposed test (...)
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  39.  15
    Ethics and professional responsibility for legal assistants.Therese A. Cannon - 1996 - Boston: Little, Brown and Co..
    In this Second Edition of her best-selling ethics paperback text, renowned paralegal educator Therese Cannon clearly addresses pertinent case law, rules changes, and other developments involving this important area of the law. Organized in 10 concise chapters, Ethics and Professional Responsibility for Legal Assistants, Second Edition, covers key concepts, including unauthorized practice of law; confidentiality; conflicts of interest; fees; trends in legal malpractice; discovery abuse and other advocacy issues; pro bono work; and more. to help your students grasp (...)
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  40.  50
    ‘Giving Voice to Values’: enhancing students’ capacity to cope with ethical challenges in legal practice.Vivien Holmes - 2015 - Legal Ethics 18 (2):115-137.
    ABSTRACTLegal ethics pedagogy does not often attend to the gap between principles and effective action. A pedagogy that does attend to this gap is ‘Giving Voice to Values’. Developed by a US business academic, Mary Gentile, GVV focuses not on the normative questions of 'what is the right thing to do?' but on the behavioural question 'how do we get the right thing done?' GVV has much to offer efforts to foster ethical behaviour in lawyers. In this article, (...)
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  41.  5
    Sinai and the Areopagus: Philip Melanchthon, Natural Law, and the Beginnings of Athenian Legal History in the Shadow of the Schmalkaldic War.Alexander D. Batson - 2024 - Journal of the History of Ideas 85 (4):713-748.
    In lieu of an abstract, here is a brief excerpt of the content:Sinai and the Areopagus:Philip Melanchthon, Natural Law, and the Beginnings of Athenian Legal History in the Shadow of the Schmalkaldic WarAlexander D. BatsonIn late August 1546, Philip Melanchthon had some seriously strange dreams. One night, he saw a man in the Elbe struggling to keep his head above the river's powerful current. As Melanchthon approached to help, he recognized the drowning man's visage: Charles V. Despite Melanchthon's attempts (...)
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  42.  25
    Why motivation cannot go it alone: Moral education, legal theory and social justice.Maksymilian T. Madelr - manuscript
    This paper argues that the primary task of legal theory should be to pursue the responsiveness of a legal system to the moral life of a community. However, the pursuit of such an aim cannot appeal merely or even dominantly to the short-term motivational structures of individuals - as is dominantly the case in contemporary legal theory. What is required, instead, is appeal to long-term learning structures. This paper introduces the notion of long-term learning structures by reference (...)
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  43.  21
    Kant on Morality, Humanity, and Legality: Practical Dimensions of Normativity.Ansgar Lyssy & Christopher Yeomans (eds.) - 2021 - London: Palgrave-Macmillan.
    It was not so long ago that the dominant picture of Kant’s practical philosophy was formalistic, focusing almost exclusively on his Groundwork of the Metaphysics of Morals and Critique of Practical Reason. However, the overall picture of Kant’s wide-ranging philosophy has since been broadened and deepened. We now have a much more complete understanding of the range of Kant’s practical interests and of his contributions to areas as diverse as anthropology, pedagogy, and legal theory. What remains somewhat obscure, (...)
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  44.  11
    The Schengen Space and the Primary Form of the European Legal Humanism. Revisiting Tony Honoré’s Opus, Ulpianus. Pioneer of Human Rights.Valeriu Ciucă - 2016 - Human and Social Studies 5 (2):23-39.
    The author proposes here “the first Romanian attempt at a hermeneutic systematization of the philosophy of European law”, a field that is approached from an organic, integrating perspective. It has to be seen as a synchronic lectio magistralis on the ineluctable role of the spiritual roots when deciphering and assuming national identity. The complicated “euronomosophical” discourse, whose beginning is an excellent page of self-history about the “Europe” of the author, voices an appeal to a deeper self-knowledge. A complex, dynamic reality: (...)
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  45. Addressing implicit bias: A theoretical model for promoting integrative reflective practice in live-client law clinics.Marc Johnson & Omar Madhloom - 2024 - European Journal of Legal Education 5 (1):55-87.
    Clinical Legal Education programmes now take place in most law schools in England and Wales. However, legal education continues to be predominantly focused on the analysis and application of rules, doctrines, and theories to hypothetical scenarios or essay questions. This form of pedagogy either minimises or ignores the role of the client in terms of supplying lawyers with knowledge pertinent to their case. In other words, it overlooks the fact that the lawyer’s acquisition of knowledge is not (...)
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  46.  67
    Eros as the Educational Principle of Democracy.Kerry Burch - 1999 - Studies in Philosophy and Education 18 (3):123-142.
    This paper explores the value of the eros motif for critical pedagogy and citizenship education. The conceptual affinities between eros and democracy are identified and integrated into a theory of democratic political education. Long recognized as vital to the process of self knowledge, the ancient Greek concept of eros has nevertheless been largely erased from contemporary educational debate. By retrieving eros from the fringe of academic discourse and integrating it with critical pedagogy, the aims of radical democracy can (...)
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  47.  15
    The Pedagogist's Professional Practice and the Clinical Method.Franco Blezza - 2018 - Science and Philosophy 6 (2):117-128.
    The "clinical" method is one of the possible methodological choices for Pedagogy as a profession and as a research, for Social Sciences and for other sciences, as well as for the professions that refer to these sciences. It can also be called "casuistic and situational method", and it is an exclusive alternative to the statistical operational method, with a full community of scientific rigor and technical applicativeness. It consists in the consideration of the individual case and of the single (...)
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  48.  10
    Law and society: an introduction.John Harrison Watts - 2014 - Boca Raton: CRC Press. Edited by Cliff Roberson.
    In recent years, legal studies have increased the focus on contemporary social issues involved in law and society. This volume discusses the traditional subjects covered in other law and society texts and eliminates the need for a separate reader by also including chapters on controversial legal topics including affirmative action, education, the death penalty, right to work laws, and abortion. Each chapter builds on the previous ones and includes concrete examples of the issues involved. Supplemented with ample pedagogical (...)
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  49.  22
    Errors in Arabic-English Translation of Documents from the Department of Lands and Survey in Jordan.Jihad Youcef, Mohd Nour Al Salem & Marwan Jarrah - 2023 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 37 (1):217-241.
    This study seeks to explore the major errors that frequently emerge when novice translators translate technical texts, namely legal documents released by the Department of Lands and Survey in Jordan. The goal behind this investigation is to improve legal translation training, develop students’ drafts based on the types of their mistakes, and deliver a message to curricula designers in the field of legal translation. To this end, 20 Jordanian novice translators (MA students) are chosen from two private (...)
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  50.  14
    Stateless law: evolving boundaries of a discipline.Helge Dedek & Shauna Van Praagh (eds.) - 2015 - Burlington, VT, USA: Ashgate.
    This volume offers a critical analysis and illustration of the challenges and promises of ‘stateless’ law thought, pedagogy and approaches to governance - that is, understanding and conceptualizing law in a post-national condition. Confronting the ‘transnational challenge’ posed to the traditional theoretical and institutional structures that underlie the teaching and study of law in the university, the book brings new insight to the ongoing and crucial conversation about the future shape of legal scholarship, education and practice that is (...)
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