scholarly journals A Canadian Law School Curriculum for this Age

2014 ◽  
Vol 51 (4) ◽  
pp. 787 ◽  
Author(s):  
Ian Holloway
Keyword(s):  
Core Curriculum ◽  
Gilded Age ◽  
Legal Education ◽  
School Curriculum ◽  
Project Managers ◽  
Law School ◽  
Canadian Law ◽  
The Law ◽  
Year 2000 ◽  
Second World

This article suggests a number of curricular alterations to the current law school program in order to adjust for the modern practice of law. The author begins by reviewing the expansive nature of law school from the end of the Second World War until the period just after the year 2000, which he describes as the Gilded Age of law school. He asserts that the Gilded Age ended with the introduction of market forces into Canadian legal education in 1995. The author argues that the law school of today must anticipate the legal profession of tomorrow. The suggested additions to law school include: grounding legal education in learning theory; using solution-oriented and economic analysis; instructing lawyers to be leaders, team players, project managers, and globally minded; using legal history as a basis for understanding the law; and implementing technology as part of the core curriculum.

scholarly journals Interdisciplinarity and Clinical Legal Education: how synergies can improve access to rights in prison

2018 ◽  
Vol 25 (1) ◽  
pp. 210
Author(s):  
Cecilia Blengino
Keyword(s):  
Social Change ◽  
Legal Education ◽  
School Curriculum ◽  
Law School ◽  
Education Movement ◽  
The Future ◽  
Legal Positivist ◽  
The Law ◽  
Improve Access ◽  
Positivist Approach

<p>This article discusses the resistance experienced by the clinical legal education movement in Italy due to a widespread legal positivist approach which views law as a self-contained technical subject, and excludes interdisciplinarity from the law school curriculum.</p><p>The choice that the newly-born Italian CLE movement now faces is the option to either become a new socio-legal epistemology of law in action and a social change-maker, or to ascribe to a simple restyling of legal education to include certain practical activities aimed at introducing students to the profession. The future of the movement will depend on whether the rapid increase in the number of clinics will be matched by appropriate reflection on "how clinics might be consciously designed around exposing students to gaps between the law in books and the law in action".</p>

scholarly journals Best Practices for the Law of the Horse: Teaching Cyberlaw and Illuminating Law Through Online Simulations

2016 ◽  
Author(s):  
Ira Steven Nathenson
Keyword(s):  
Best Practices ◽  
Legal Education ◽  
Role Playing ◽  
School Curriculum ◽  
Law School ◽  
Law Schools ◽  
Direct Response ◽  
Legal Doctrine ◽  
Online Simulations ◽  
The Law

In an influential 1996 article entitled Cyberspace and the Law of the Horse, Judge Frank Easterbrook mocked cyberlaw as a subject lacking in cohesion and therefore unworthy of inclusion in the law school curriculum. Responses to Easterbrook, most notably that of Lawrence Lessig in his 1999 article The Law of the Horse: What Cyberlaw Might Teach, have taken a theoretical approach. However, this Article — also appropriating the “Law of the Horse” moniker — concludes that Easterbrook’s challenge is primarily pedagogical, requiring a response keyed to whether cyberlaw ought to be taught in law schools. The Article concludes that despite Easterbrook’s concerns, cyberlaw presents a unique opportunity for legal educators to provide capstone learning experiences through role-playing simulations that unfold on the live Internet. In fact, cyberlaw is a subject particularly well-suited to learning through techniques that immerse students in the very technologies and networks that they are studying. In light of recommendations for educational reform contained in the recent studies Best Practices for Legal Education and the Carnegie Report, the Article examines the extent to which “Cybersimulations” are an ideal way for students to learn — in a holistic and immersive manner — legal doctrine, underlying theory, lawyering skills, and professional values. The Article further explains how the simulations were developed and provides guidance on how they can be created by others. The Article concludes with a direct response to Easterbrook, arguing that cyberlaw can indeed “illuminate” the entire law.

Agenda for a feminist legal curriculum

Legal Studies ◽  
2003 ◽  
Vol 23 (3) ◽  
pp. 377-401
Author(s):  
Rosemary Auchmuty
Keyword(s):  
Core Curriculum ◽  
Legal Education ◽  
Law School ◽  
Critical Dimensions ◽  
Women's Experience ◽  
Feminist Perspectives ◽  
Black Letter ◽  
The Law ◽  
Critical Perspectives

This paper contends that a feminist legal curriculum is necessary for legal education, and that it is also necessary for feminism. It argues that feminism is more than simply one of a number of useful critical perspectives, and that it must be located centrally within the law school and the legal curriculum in order to be effective. In accepting that a black-letter training has many merits and that the current core curriculum has value, the paper nevertheless suggests that both require substantive modifications and new critical dimensions. Specifically, to meet its obligations to our students, the legal curriculum needs to incorporate subjects relevant to women's experience, to make space for women's viewpoints and to offer feminist perspectives in every area of law - and these must be compulsory, not optional, additions. Finally, the paper concludes that implementation of such a curriculum is not only desirable, but also possible, and may indeed become a policy imperative as well as a feminist one.

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