Universities and the teaching of forensic sciences to lawyers—a note *

This article presents the findings of the survey conducted among business and accountancy students of the Nanyang Business School, Singapore, on the teaching of business law. The article is organised in three main sections. Section 1 formulates the framework for the research by outlining the three basic approaches adopted across many jurisdictions for the legal education of business students—the traditionalist ("black‐letter law"), the environmentalist and mixed approaches. Section 2 briefly describes the survey questions drawn up in the light of four principal objectives that, according to legal educators, the teaching of business law should achieve. Section 3 presents and examines the findings. The article concludes that law teaching at the Nanyang Business School conforms to the traditional approach. The author accordingly makes recommendations for the transformation of current teaching and assessment medthods: an injection of a great deal of “environmental” content and context‐based education; more use of actual and current cases, practical examples and a link to the business environment.     

“Ruby’s Music Festival”: developing problem-solving skills using online scenarios and creating opportunities to feed forward

One of the characteristics of good teaching is giving the highest quality feedback on student work, but the term “feedback” is most commonly associated with summative assessment given by a teacher after work is completed. The student can often be a passive participant in the process. This article looks at the implementation of web-based scenarios completed by students prior to summative assessment with the objective of improving legal problem-solving skills. It examines the design process and the implementation of the problem-solving activity and the approach to teaching and learning taken in the new law unit of which it is part. We argue that such activities are effective tools to feed forward and reflect on the implications for the effective teaching of law in higher education.     

“You must be joking”: the role of humour in the law classroom

There is a body of literature, including persuasive empirical evidence, linking the use of positive humour in tertiary classrooms with the creation of a relaxed learning environment, student motivation, attendance and engagement as well as positive student evaluations of teacher performance. However, the literature on the use of humour in teaching law is generally limited to anecdotal evidence. Drawing on the literature on using humour in teaching courses that students perceive as “difficult” in other disciplines, in this article we explore the benefits and pitfalls of using humour in the law classroom and provide illustrations of how humour might be used appropriately and effectively in teaching law.     

“Fitting in” and “opting out”: exploring how law students self-select law firm employers

In this paper we draw on interviews with 15 law students at the University of Birmingham in the UK to explore the extent to which law students critically self-evaluate themselves against their perceptions of the preferences of elite law firms. While our conclusions are necessarily tentative, we show how some law students “opt out” of applying to certain law firms where they perceive there is no fit between themselves and that law firm. Equally, our data also shows that some students recognise that, despite not having a supplementary fit with a firm (i.e. they can see that they do not “match” that firm’s current crop of lawyers or what they think is the firm’s culture), they realise that they can instead be a complementary fit for the firm, and hence realise that their potential to add something “new” to the law firm (by way of increasing diversity) can secure them a vacation scheme placement or a training contract. Finally, a proportion of students play “the numbers game” and despite determining a law firm “misfit”, still proceed to apply to as many law firms as possible as they thought that more applications meant a higher chance of success.     

Open and distance learning in a New Europe*

Legal education is gradually moving away from the teaching of national law towards a more European, transnational, or even “global” way of teaching. This paper seeks to explain why an international legal education is to be preferred to a national curriculum and what this means for how law is taught and how law schools are ideally organised. The arguments for an international legal education lie in the increasing plurality of legal sources, the desire to attract students from a larger pool, and the need not only to give students a specialised professional training but also to prepare them for global citizenship. It is claimed students should be exposed to alternative ways of achieving justice, thus creating a dialogue with otherness. This can be done by a focus on the arguments behind the choices made by the relevant authorities and not on the doctrinal intricacies of national legal systems. This type of international curriculum, in which competing conceptions of justice are at the centre of attention, requires a specific teaching method. Two methods seem best suited to allow students to construct their own understanding of legal problems: problem-based learning (PBL) and the Socratic method. In addition, teaching law in an international setting forces us to think through the sequence in which the various jurisdictions come to the fore, the assessment of students and the use of teaching materials and language of instruction. Also discussed are the challenges for the law school as a whole, such as the relationship between teaching and research, the recruitment of faculty and the decreasing relevance of the traditional departmental structure.     

Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education

ABSTRACT

Law schools have in recent years been engaged in a process of revising their curricula, in large part adapting to rapid changes in technology, but also in a more generalised effort to improve “teaching the law”. Yet thus far, legal pedagogy seems to focus disproportionately on the traditional model of the “thinking lawyer”, when it should equally promote the model of the “feeling lawyer”, helping students to sharpen soft skills such as empathy, integrity and problem-solving. The main claim of this paper is that law professors could begin to pay more attention to the growing importance of soft skills in legal education and preparedness for legal practice. In this direction, we propose a set of pedagogical principles revolving around four axes: compassionate, attentive, reason-based and empathetic teaching (CARE). This methodology could help law professors become more effective pedagogues. Soft skills courses constitute a well-suited vehicle for introducing these principles to law school curricula in different legal systems. By systematically incorporating them, law schools can encourage law teachers to provide a more inclusive learning environment for their students. At the same time, law teachers who implement the particular methodology can hopefully rediscover fulfilment in their teaching. Overall, teaching soft skills can significantly improve students’ and teachers’ experience in legal education.     

One size fits all? Multiple intelligences and legal education

This article argues that teaching and learning methodologies used in undergraduate law degrees are gradually shifting. The traditional model relied on a largely standardised, “one size fits all” approach which assumed that developing legal reasoning through attendance at lectures and participation in tutorials and seminars would produce a successful lawyer. However, today’s law schools are adapting to a large and diverse body of law students, many of whom will move on to careers outside the legal profession. This is being recognised by an increasingly pluralistic approach within undergraduate legal education, aided in no small measure by a greater focus on skills. This article will discuss the theory of multiple intelligences, which rejects the idea of a single measure of intelligence and instead identifies a number of different intelligences with both biological and cultural underpinnings. It is argued that acknowledging these multiple intelligences and using them as an organising concept to vary and diversify teaching and learning methodologies could help to further avoid the “one size fits all” approach and enhance the student experience.     

Using self- and peer assessment at honours level: bridging the gap between law school and the workplace

Growing awareness and interest in pedagogical issues permit greater experimentation with the design and delivery of law teaching. While employability skills are now commonplace within the law curriculum, the development of graduate attributes can also be enhanced through assessment methods requiring students to apply clearly understood criteria to their own performance. Where students are allocated work-related tasks, moderated self- and peer assessment can also help replicate the sense of “real” situations and act as an even more powerful stimulus to learning. The article considers staff and student perceptions of group-based learning in which assessment is considered both a means to “deep learning” and an end in itself insofar as students are allocated the task of formally recommending grades for coursework. Recognising that student-led learning and student-driven assessment are still relatively unorthodox in law teaching, the article concludes that this form of assessment method can clearly assist learning and the enhancement of graduate attributes and moreover can be justified objectively by reference to standard assumptions of validity, reliability, convenience and integrity.     

Why Should Justice Be Seen to Be Done?

A well-known maxim instructs that justice should be seen to be done. When “seen” is understood in the sense of “observed”, the maxim is easily defended: open court proceedings protect against arbitrary and partial decisions. However, when “seen” is understood in the sense of “seem,” the maxim is more puzzling, since it is not obvious why courts should concern themselves with people's perceptions that justice has been done. This article addresses this issue, with a particular focus on the social and other benefits that result when judges observe procedures that are widely regarded as fair, especially in criminal trials. The article draws on empirical studies in social psychology that show that when legal authorities treat people in ways that accord with “lay” procedural expectations, they are more likely to view the authorities as legitimate, to cooperate with them, and to obey the law out of an internalized sense of obligation. The article explores the moral significance of these empirical findings, arguing that it would be superficial to see them as a recipe for social stability. The deeper truth conveyed by the empirical research is that relating to people in ways that are widely perceived to be fair is a way for authorities to engage people's moral sentiments and to enliven their virtuous capacity to put aside considerations of self-interest so as to do what is right. This dynamic provides a sound moral foundation for courts to concern themselves with perceptions of justice.     

Teaching international commercial arbitration at postgraduate level – techniques for enhancing students' learning

The international commercial arbitration modules that are increasingly taught at postgraduate level at British universities seem to be quite popular among students who have not obtained their first law degrees in the UK. Whilst the seminars, which require a great deal of independent study, may be a valid mode for teaching postgraduate students who have graduated in the UK, the same may not be true for teaching postgraduate students who have obtained their first degrees abroad. The aim of the article is to identify the teaching methods that should be used, in order to foster seminar discussions and encourage the postgraduate students who have not obtained their first degrees in Britain to understand the relevant material by reading widely. The project involved the use of a number of teaching techniques by the author for a trial period (i.e., an academic year). The study clearly showed that if we want to promote a “deep approach” to learning when teaching international commercial arbitration, then we need to adopt a mix of teaching methods that considers the individual interests, needs and abilities of each individual student.     

Clashing conceptions of press duties: Public journalists and the courts

This article bridges the growing, but controversial, public journalism movement with First Amendment jurisprudence and libel law. It examines whether the movement finds support in laws that affect the press and, in particular, in court‐created defenses and privileges that protect journalists in modern defamation law. Do defenses that safeguard journalists in their traditional routines as fact gatherers and reporters also protect them in the kinds of roles and duties envisioned by public journalism advocates? Furthermore, has the United States Supreme Court, in non‐defamation cases involving the First Amendment, expressed concern for protecting what might be called the “public journalism functions” of the press? Does the Court create a different image for the press than the one envisioned by public journalism advocates? This article addresses these questions. It ultimately concludes that public journalists and courts have two very different conceptions about the role that journalists play in a democracy.     

Values ethics and legal ethics: the QLD and LETR Recommendations 6, 7, 10, and 11

The Legal Education and Training Review (LETR) Report recommended increased attention to ethics and values and to critical thinking. These aims could be achieved jointly through teaching ethical thinking: not as theory but as part of developing the capacity for ethical conduct. Such a pedagogy has the potential to become a qualifying law degree (QLD) signature pedagogy supporting “life-narratives” of students. The LETR Report recommends a review of the QLD emphasising legal values and ethics. Concern with values and ethics is linked to concern with professional conduct. Maintaining the law degree as a general or liberal qualification is also strongly desired. These potentially conflicting drivers generate ambivalence towards legal ethics as a subject for study, especially if legal ethics are perceived as teaching the professional codes.

Resolution of this tension is achievable through recognising the potential role of ethical teaching as part of an identity apprenticeship. Developing ethical character is as much a liberal as a professional aim. Ethics teaching can play an integrative role in the QLD. Formation of student identity is a central part of higher education taking colouration from being situated in legal education. In this context teaching legal ethics becomes the use of a salient example for carrying out the broader project of developing ethical capacity.     

Regulation and In-Company Environmental Management in the Netherlands*

This paper addresses the relationship between preventive systems of social control and regulation of the behavior of public bodies and private organizations. Illustrated with material on new developments in self-regulation concerning environmental management in companies in the Netherlands, the author argues that a combination of stimulated (or “regulated”) self-regulation and stringent enforcement policies is feasible and should lead to company compliance with environmental regulation. The article discusses the assertion that to reduce the social distance between government and individual citizen, between regulator and regulated, a mixture of policy instruments is needed, ergo: by involving societal groups of interested people in policy formation and self-regulation, enhancing the creation of normative systems (involvement “by association”) on the one hand and the availability of adequate law enforcement procedures on the other, corporations, through responsive government regulation, could promote an adequate and successful preventive system of social control.     

国家治理现代化视阈下的法律、道德与组织规范关系

国家治理现代化须以系统完备、科学规范、运行有效的规范体系为基础。而法律、道德和"组织规范"共同构成现代社会的规范体系。因而,高度重视"组织规范"并正确处理好它与法律道德的关系,就显得十分重要。"组织规范"具有民间性、自主和自治性,有权制定并实施"组织规范",约束组织本身及其成员的相关行为。这些"组织规范"上承法律下接道德,但又不是照抄照搬,而是依"法无禁止即可为"原则独立存在。在中国继续深化改革和努力实现国家治理现代化的背景下,有必要重新认识三大基础规范的关系,从而有效发挥"组织规范"的作用,构建良好社会秩序。     

Reflections on Habermas on Democracy

Jürgen Habermas is a radical democrat. The source of that self-designation is that his conception of democracy—what he calls “discursive democracy”—is founded on the ideal of “a self-organizing community of free and equal citizens,” coordinating their collective affairs through their common reason. The author discusses three large challenges to this radical-democratic ideal of collective self-regulation: 1) What is the role of private autonomy in a radical-democratic view? 2) What role does reason play in collective self-regulation? 3) What relevance might a radical-democratic outlook have for contemporary democracies? The author addresses these questions by considering Habermas' answers, and then presenting alternative responses to them. The alternatives are also radical-democratic in inspiration, but they draw on a richer set of normative-political ideas than Habermas wants to rely on, and are more ambitious in their hopes for democratic practice.     

Thinking like a lawyer/acting like a professional: communities of practice as a means of challenging orthodox legal education

Increasingly, there is pressure upon law schools, in Australia and elsewhere, to impress upon students the significance of the ethical and professional obligations of legal practice. The recent Carnegie Report explicitly looked to law schools “to initiate novice practitioners to think, to perform, and to conduct themselves (that is, to act morally and ethically) like professionals”. Many law students, however, have little appreciation of legal ethics and any concept they may have of professionalism tends to be envisaged as applying only after graduation. In this paper, we explore the idea of a “community of practice”. Lave and Wenger, who coined the phrase, contend that “learning is conceived as a trajectory in which learners move from legitimate peripheral participant to core participant of the community of practice”. We will argue that law students should appreciate that they are entering the legal profession's community of practice and that all aspects of their conduct relevant to professionalism – not only academic integrity, but matters such as time management, teamwork, relationships with peers and staff – relate to this transition into a legal professional community. Such an approach may not only serve to impress upon students the significance of “professionalism” and ethics, but inculcate in them a sense of belonging to a professional community.     

Using sketchnoting as a revision aid with forensic students

The concept of Sketchnoting was first introduced by Mike Rhode as a means of capturing information in a visual form using a combination of the visual and words. Within Higher Education a Sketchnote can be used to record or summarise key points from a body of information using a combination of words, simple pictures, layout and graphics. Creating a Sketchnote allows a student to be able summarise key facts from a presentation, journal article, book or practical session in a visual manner that is easier to recall at a later time.This research looks at the use of Sketchnoting as a form of interactive revision during class time. Students undertaking a 1st Year Forensic Science module at (Teesside University) University were asked to Sketchnote their learning after each hour of lecture time to form a visual representation of the lecture content in order to create a visual revision aid for their upcoming examination. The process of Sketchnoting combines both verbal and visual information for improved recall – the students are listening to the lecture then visually representing what they learn.The resulting Sketchnotes were shared each week via a class Padlet, this also allowed the academic to add formative feedback in the form of further information about the evidence type represented. The students were also able to keep their individual Sketchnotes and form a revision “book” from them. Students described the task as “Helpful”, “Refreshing” and “Creative” with approximately half the class stating they would be using this as a future revision process for exams. A preliminary analysis of the exam results demonstrated a marked increase in the lower grade boundaries for the group of students who undertook the Sketchnoting exercise.     

European human rights law and the United Kingdom—A note

This article asserts that established concerns about access to, and widening participation in higher education, are now reflected in interest around retention. Those law schools with inclusive admissions policies and widening participation practices face a number of challenges around the financial and human costs of poor retention. Most of these law schools fall within the “new university” sector.

This article argues that poor retention among first‐year law students often reflects a lack of engagement. This lack of engagement exists in two key relationships; first that of between students and the teaching and learning structures of their law school and university, and second between first year law students and many of the staff who teach them. It is argued that this lack of engagement reflects a clash of cultures, first between the requirements and structures of the law school and the everyday life experience of our students, and second between ourselves as teachers and our students.

The utilisation of aspects of the Oxbridge tutorial model of higher education together with an appropriate use of new technology is suggested as a response to this cultural clash and as a way of increasing engagement with our students.

In support of these arguments, the article refers extensively to the evidence presented to the House of Commons Education and Employment Committee hearings on retention in higher education, and to the Committee's conclusions.     

法律与逻辑——对法律与逻辑关系的一种全面解读

本文主要对法律与逻辑关系进行了全面的探讨。对逻辑学和法学之间交叉性的一些问题进行了回顾和总结。首先,探讨了什么是“法律逻辑”,并重点介绍了我国学者较陌生的“规范逻辑”,将两者进行了比较;其次,对法理学和逻辑学都关心的“法律推理”问题进行了探讨,比较了“法律推理”和“司法推理”两者的异同,以及两大法系“法律推理”的特点和差异;最后,对饱受批判的“法律形式主义”进行了研究,指出应当辩证地看待“法律形式主义”的功与过。最后,作者结合我国的实际,认为:我们不能借口反对“法律形式主义”而忽视和否定逻辑在法律领域中的作用。