scholarly journals Desirable Teaching Method and Contents of Constitutional Law in Korean Law Schools

2008 ◽  
Vol null (28) ◽  
pp. 87-117
Author(s):  
Jibong Lim
Keyword(s):  
Constitutional Law ◽  
Teaching Method ◽  
Law Schools

Linkages Between International Human Rights and U.S. Constitutional Law

1985 ◽  
Vol 79 (1) ◽  
pp. 158-163
Author(s):  
Richard B. Lillich ◽  
Hurst Hannum
Keyword(s):  
Human Rights ◽  
Constitutional Law ◽  
School Curriculum ◽  
Law School ◽  
Law Students ◽  
International Human Rights Law ◽  
Human Rights Law ◽  
Law Schools ◽  
International Human Rights ◽  
International Human

While many law schools now offer separate courses or seminars on international human rights law, the number of students exposed to such specialized study remains relatively small. Human rights law is relevant to many other segments of the law school curriculum—in particular, to courses on constitutional law and individual rights—although little scholarly attention has been devoted to date to integrating appropriate human rights issues into the “bread and butter” courses that all law students take. To begin to address this lacuna, the Procedural Aspects of International Law (PAIL) Institute has undertaken to develop a human rights component or module designed to supplement leading constitutional law course books and present methods of teaching constitutional law.

Constitutional law of foreign countries

2021 ◽  
Author(s):  
Marat Baglay
Keyword(s):  
Great Britain ◽  
Constitutional Law ◽  
Legal Status ◽  
The State ◽  
Comprehensive Understanding ◽  
Law Schools ◽  
Foreign Countries ◽  
The Usa ◽  
Basic Concepts ◽  
The Individual

The fifth, significantly revised edition of the textbook highlights the basic concepts and institutions of foreign constitutional law, reveals its subject, system, sources. The issues of the legal status of the individual, forms of the state, local self-government, etc. are comprehensively analyzed. In the interests of a more in-depth and integral, comprehensive understanding of the state system of the leading countries, the textbook includes chapters on the USA, Great Britain, France, Germany, Italy, Spain, the Nordic countries, Japan, China, India, the Arab states, the EAEU countries, Uzbekistan. Special chapters contain regional reviews of the main constitutional and legal institutions. For students, postgraduates and teachers of law schools and faculties.

scholarly journals Constitution without a state: The formation of The Kingdom of SCS and "The Vidovdan" Constitution in The constitutional law curriculum in Yugoslavia's successor states

Pravni zapisi ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 261-284
Author(s):  
Srđan Milošević
Keyword(s):  
Constitutional Law ◽  
State System ◽  
The Political ◽  
Constitutional History ◽  
Law Schools ◽  
National Unity ◽  
History Of ◽  
National Borders ◽  
The Way

"The Vidovdan" Constitution of the Kingdom of Serbs, Croats, and Slovenes, rendered on 28 June 1921, one hundred years after its adoption, remains an unavoidable topic and an occasion for discussions about the reasons for the failure of the Yugoslav state. The unitarian-centralist system unanimously criticized today as an inadequate constitutional form for the functioning of a complex community such as Yugoslavia was once legitimized by the concept of national unity of Serbs, Croats, and Slovenes. The national conception, the type of state system, and the related disagreements are part of both the political and constitutional history of the states that emerged from the disintegration of Yugoslavia. This paper analyses the content of textbooks of Constitutional Law that are in use at law schools in the successor states, which have existed continuously since the breakup of Yugoslavia until today and are used to educate the vast majority of lawyers in these states. The way in which the shared constitutional history from the first decade of Yugoslavia is presented after the collapse of the socialist paradigm (that mainly was unison) largely follows the national borders of the successor states in terms of its content and interpretation.

scholarly journals Letramento Jurídico, Letramento Acadêmico e Leitura – Possíveis Implicações no Exame da Ordem dos Advogados do Brasil

2016 ◽  
Vol 17 (5) ◽  
pp. 507
Author(s):  
Lisiane Freitas ◽  
Silvia Regina Tacla
Keyword(s):  
Private Colleges ◽  
Teaching Method ◽  
Methodological Approach ◽  
Academic Literacy ◽  
Success Rates ◽  
Law Schools ◽  
The North ◽  
Legal Literacy ◽  
Bar Examination ◽  
The Law

Como a leitura está configura nos Letramentos Jurídico e Acadêmico dos cursos de Direito? A graduação em tela concentra esforços no ensino que subsidie a compreensão das normas e da legislação vigente, considerado como Letramento Jurídico. Antes de ingressarem na carreira jurídica, os formandos esbarram em um exame que exige do futuro jurista, além da aplicação da lei, a correta interpretação de situações-problema advindas da sociedade na qual está inserido. Assim, este trabalho teve como objetivo central analisar o entrelace entre estes dois letramentos e as possíveis implicações no êxito e/ou no fracasso no Exame da Ordem, tendo como mote a leitura. Os dados utilizados neste estudo fazem parte de uma pesquisa realizada acerca da leitura nos cursos jurídicos em 2013. O universo foi constituído pelos acadêmicos de quarto e quintos anos dos cursos de Direito de quatro faculdades privadas do norte do Paraná. Optou-se por um percurso metodológico, que se iniciou por um estudo exploratório, contemplando análise documental. A abordagem quantitativa foi empregada por meio de um formulário em escala Likert e, também, pelo Teste de Cloze. A coleta e a reflexão acerca dos dados são norteadas por autores que tratam de leitura e letramento. Constatou-se que a maioria dos alunos dos cursos analisados possui nível aquém de compreensão em Leitura, com escores próximos dos índices de reprovação do Exame da Ordem. Demonstrou ainda que o letramento acadêmico é pífio da amostra delimitada, corroborando para o baixo índice de aprovação no certame. Palavras-chave: Letramento. Leitura. Ensino Jurídico. Exame da Ordem dos Advogados do Brasil. AbstractHow is the Law and Academic Literacy configured in the Law courses? The undergraduation in focus concentrates its efforts in a teaching method that fosters the understanding of the rules and the current legislation, considered as Legal Literacy. Before ingressing into a legal career, the Law undergraduates run into an exam which demands, besides the law application, the correct interpretation of problem-solving scenarios from the society in which the student is inserted. Thus, this study aims at analyzing the bond between these two literacies, as well as the possible implications for the success and/or failure on the Bar Examination, having as an issue the reading. The data used in this study come from a research about reading carried out with Law courses in 2014. The study subjects were students within the fourth and fifth years of Law Schools from four different private Colleges in the North of Paraná state. A methodological approach was chosen starting with an exploratory study, contemplating a documental analysis. The quantitative approach was performed through a Likert-scaled form as well as a Cloze test. The data collection and interpretation were guided by authors who deal with literacy fields. It was observed that most students from the analyzed schools fallbehind the ideal regarding Reading Comprehension, with maximum scores close to the failure indexes of the Bar Examination. Furthermore, it was demonstrated that the academic literacy is piddling concerning the sample being studied, corroborating for the low success rates of the exam. Keywords: Literacy. Reading. Legal teaching. Bar Examination in Brazil.

scholarly journals The Lifeworlds of Law: On Revitalizing Indigenous Legal Orders Today

2016 ◽  
Vol 61 (4) ◽  
pp. 847-884 ◽  
Author(s):  
Aaron Mills
Keyword(s):  
Indigenous Peoples ◽  
Constitutional Law ◽  
Legal Education ◽  
Law Schools ◽  
Constitutional Order ◽  
Indigenous Law ◽  
Recent Interest ◽  
Canadian Law ◽  
Liberal Constitutionalism ◽  
Intensive Course

What ultimately counts as law and as the legitimate processes of its generation, adjustment, and destruction are both empowered and constrained by the constitutional order from which they derive life. A constitutional framework, in turn, reflects unique understandings about what there is and how one can know: a lifeworld. Reflecting on his own experience, the author emphasizes how legal education harms when it fails to acknowledge and to begin to articulate the lifeworld beneath any system of law it aims to impart. There are serious questions to be taken up in considering whether we may move law between constitutional contexts without subjugating the law of one community to the lifeworld of another. The author asserts this is particularly important with respect to Canadian law schools’ recent interest in teaching Indigenous peoples’ own systems of law. He argues that Canadian (liberal) and Indigenous (what he calls “rooted”) constitutionalisms are not only different, but different in kind. As such, efforts to articulate Indigenous law within the forms of liberal constitutionalism ignore or trivialize the ongoing significance of Indigenous lifeworlds to governance of Indigenous lives today. Many Indigenous legal scholars are adverting to this tension, moving on from simply making space for Indigenous law in the academy to asking whether and how this may be done. The author briefly canvasses Indigenous theorists (students, professors, lawyers, and elders) whose works present Indigenous systems of law within their own lifeworlds. Tracking the lifeworld-law relationship, he proposes three reforms to legal education in Canada: (1) teach that all law is storied; (2) teach that Canadian constitutional law is a species of liberal constitutionalism; (3) require students to enrol in a prerequisite on an Indigenous people’s constitutional order before enrolling in a course on their law. By way of example, he concludes with the syllabus for an intensive course he designed and taught on Anishinaabe constitutionalism.

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