Social Entrepreneurs and the Management of the Regulatory State: The Latent Need for an Updating of Law School Curricula

2017 ◽  
Author(s):  
Jim J. Tozzi
Keyword(s):  
Law School ◽  
Regulatory State ◽  
Social Entrepreneurs ◽  
School Curricula

Globalizing the U.S. Law School Curriculum: How Should Legal Educators Respond?

2013 ◽  
Vol 41 (3) ◽  
pp. 249-282 ◽  
Author(s):  
Farida Ali
Keyword(s):  
Legal Education ◽  
School Curriculum ◽  
Law School ◽  
Law Students ◽  
Current State ◽  
Northwestern University ◽  
Current Program ◽  
The Impact ◽  
School Curricula

This article examines the implications of globalization for legal practice, law students, and law school curricula. It opens with a review of the impact of globalization on the legal profession, together with an overview of the benefits and challenges that come with globalizing legal education. The article then examines the current state of U.S. legal education by identifying some of the schools that have expressed or demonstrated a commitment to providing a global legal education, and surveying the types of reforms that these schools have adopted in order to meet this objective. The article considers schools’ attitudes to and choice of reforms in light of the view that the typical new American lawyer is inadequately prepared to practice law in today's global legal order, in which he or she is increasingly likely to be called upon to resolve legal issues of a transnational nature. Preparing students to practice law in a globalized society, the article contends, should therefore be a key objective for American legal educators. With this goal in mind, the article examines the current program at Northwestern University School of Law as a case study and offers recommendations that can help to achieve the goal of globalizing legal education while responding to the needs and concerns of today's law students and future legal practitioners.

scholarly journals WIĘCEJ TEORII I WIĘCEJ PRAKTYKI? KSZTAŁCENIE INTERDYSCYPLINARNE I NIEDOGMATYCZNE W PROGRAMACH STUDIÓW PRAWNICZYCH AMERYKAŃSKICH UCZELNI

2016 ◽  
Vol 16 (1) ◽  
pp. 53
Author(s):  
Tymoteusz Zych
Keyword(s):  
Legal Education ◽  
The United States ◽  
Law School ◽  
Law Schools ◽  
American Law ◽  
Bar Association ◽  
Polish Law ◽  
Interdisciplinary Courses ◽  
School Curricula

More Theory, more Practice? Interdisciplinary and NonDogmatic Education in American Law School CurriculaSummaryWhile American legal education is very often invoked as a modelfor Polish law faculties, the actual role of interdisciplinary and non--dogmatic courses in the curricula of American law schools has not beencoherently analysed yet. The American example shows that the conceptof legal education has a significant impact on the development of thelegal system. Interdisciplinary courses have been present in the curricula of university law schools since the beginning of American history.Currently the American Bar Association requires law schools to includenon-dogmatic contents in their curricula to obtain accreditation. Thewidest range of non-dogmatic courses is offered by the most prestigiouslaw schools. Leading American legal thinkers of all currents emphasisethe importance of interdisciplinary and non-dogmatic subjects in theeducational process. The paper concludes with a comparative analysisof the role of interdisciplinary subjects in law school curricula in Polandand in the United States.

scholarly journals Innovators, Esq.: Training the Next Generation of Lawyer Social Entrepreneurs

2017 ◽  
Author(s):  
Stephanie A. Dangel ◽  
Michael J Madison
Keyword(s):  
Social Entrepreneurship ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
School Program ◽  
Social Entrepreneurs ◽  
Law Schools ◽  
University Of Pittsburgh ◽  
Law School Graduates ◽  
The University

Today’s law school graduates need to be entrepreneurial to succeed, but traditional legal education tends to produce lawyers who are “strange bedfellows” with entrepreneurs. This article begins by examining the innovative programs at many law schools that ameliorate this tension, including the programs offered by our Innovation Practice Institute (IPI) at the University of Pittsburgh School of Law. Although these programs train law students to represent entrepreneurs and to be entrepreneurial in law-related careers, few (if any) law schools train law students to be “business” entrepreneurs. Drawing on our own experiences and the writings of Bill Drayton, the lawyer who pioneered the field of social entrepreneurship, we discuss how some lawyers have applied their legal education to be successful “social” entrepreneurs. Finally, we outline the IPI’s three-year law school program explicitly designed to train law students to be social entrepreneurs.

Legal Professionalism and the Ethical Challenge for Legal Education: Insights from a Comparative Study of Future Lawyers in Greater China

2020 ◽  
pp. 1-22
Author(s):  
Richard Wai-Sang Wu ◽  
Carlos Wing-Hung Lo ◽  
Ning Liu
Keyword(s):  
Comparative Study ◽  
Public Interest ◽  
Legal Education ◽  
Law School ◽  
Law Students ◽  
Ethical Challenge ◽  
Education Systems ◽  
Legal Ethics ◽  
Greater China ◽  
School Curricula

Abstract This article uses data gathered from a survey that probed the career orientations and values of more than 1,000 law students in Beijing, Hong Kong and Taipei to examine the legal professionalism of future lawyers being trained under different legal education systems in Greater China. Our findings suggest that these future lawyers have a “materialistic” career orientation, although those studying in a system whose legal education goal is to train professional lawyers are more inclined to pursue professional legal ideals, and those trained in a system that emphasizes legal ethics are more likely to pursue public interest issues. On the basis of the findings, we argue that legal education systems in Greater China, while different in their traditions, share the same need to strengthen legal professionalism by according greater emphasis to legal ethics in their respective law school curricula.

Downsizing Teaching: The Case for Seminars as the Backbone of Law Degrees

2021 ◽  
pp. 232200582110684
Author(s):  
Paolo Vargiu
Keyword(s):  
Law School ◽  
Law Students ◽  
Law Schools ◽  
Delivery Methods ◽  
Ongoing Debate ◽  
Intellectual Abilities ◽  
Approach To Teaching ◽  
The Subject ◽  
Law Degree ◽  
School Curricula

This article is aimed at contributing to the ongoing debate on the purpose of law school and the work of law teachers, calling for a scholarship-based approach to teaching, centred on culture, research and method and advocating for seminars to replace lectures as the core method of teaching delivery in law schools. The article addresses, under this perspective, the salient elements of legal education: the philosophy of a teacher, the function of lectures and seminars, the problem of the time necessary to gain the required preparation, the importance of reading and the role played by assessment in the economy of a law degree. It is argued that teaching delivery methods should be the subject of constant reflection, and that the drafting of law school curricula should aim at cultivating the intellectual abilities and curiosity of law students, focussing on their education rather than their mere instruction.

scholarly journals Lawyers are counselors, too: Social workers can train lawyers to more effectively counsel clients

10.18060/1885 ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 241-254 ◽  
Author(s):  
Stephanie K. Boys ◽  
Carrie A. Hagan ◽  
Valerie Voland
Keyword(s):  
Social Work ◽  
Cultural Competence ◽  
Social Workers ◽  
Law School ◽  
Legal Services ◽  
Law Schools ◽  
Social Work Educators ◽  
Transdisciplinary Education ◽  
Schools Of Social Work ◽  
School Curricula

Attorneys new to practice often find themselves completely unprepared to assist emotionally distraught clients. Traditional law school curricula do not mandate coursework on how to interview clients or how to involve clients in the representation plan. The knowledge, values, and skills taught in schools of social work can be useful tools to address many common challenges faced by lawyers. The authors argue for transdisciplinary education in which social work educators teach courses in law schools. Systems theory, cultural competence, and the strengths perspective are used as examples of practice approaches that could greatly enhance the services provided to clients seeking legal services.

Most of Us Never Went to Law School

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (5) ◽  
Author(s):  
Patrick H. DeLeon
Keyword(s):  
Law School
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