Investigating the feasibility of using student reflective journals to understand how clinical legal education can develop the ethical competence of law students

ABSTRACT

The purpose of this small-scale empirical study is to gain an insight into how to explore the contribution clinical legal education (CLE) can make to teaching legal ethics to law students. CLE provides real or simulated opportunities for students to provide legal advice and learn through application, practice and reflection in work-integrated contexts, for example through student law clinics and CLE modules. Previous empirical studies in this area, which have focused on whether CLE can develop a sense of ethical competence in law students, have argued persuasively that CLE provides an effective vehicle for teaching ethics, and this is now generally supported by academic opinion. However, hardly any attention has been given to how CLE develops the ethical competence of law students. This study, which is concerned with conducting a feasibility study of the use of reflective journals within CLE to determine whether and how a full-scale study can be done, is aimed at addressing this gap.     

The pedagogy of legal reasoning: democracy,discourse and community

Learning legal reasoning is a central part of any undergraduate law degree and remains a threshold concept: one which is vital for any law student to grasp, but which is often difficult to explain. It is a form of reasoning which is very distinctive to the discipline. This article explores the applicability of learning theories typically used to ground pedagogy in higher education to the specific task of teaching legal reasoning. Constructivist or experiential theories of learning are widely used in higher education, but they need to be used with a clear focus on the specific nature of legal reasoning, which does not fit neatly within the assumptions about learning which underpin many constructivist approaches. Situated learning theories, which place emphasis on the role of the community in constructing knowledge, can also be of value. However, steps need to be taken to avoid replicating the hierarchy of the legal community within educational communities. Overall, the pedagogy of legal reasoning needs to pay attention to the specific nature of legal reasoning, to enable students to access the discourse of the legal community to use as a model, and to take students seriously as members of that community.     

Pedagogy of CLE and CLE as pedagogy: An interview with Ved Kumari

In this conversation with Ved Kumari, Professor and Former Dean, Faculty of Law, University of Delhi, we navigate through different conceptions and practices of Clinical Legal Education (CLE), practical and ethical challenges in the implementation of CLE, and the importance of critical theory and jurisprudence to achieve the pedagogical goals of CLE. Drawing on her experience as a feminist clinical law professor, she critically approaches the twin goals of CLE — social justice and professional legal skills — on the one hand, and flags affective concerns which arise in live-client and community-based clinics, on the other. The conversation centres on the importance of the values of sustainability, professionalism, empathy, and critical self-reflection in conceptualisation and incorporation of CLE in the legal curriculum.

     

Legal education in Scotland: update from the Higher Education Academy

Law students’ future clients and employers, and the broader community, all deserve graduates to be equipped with not only substantive legal knowledge, but also a range of skills and practical knowledge. However, most law schools face resource pressures that mean that traditional skills development methodologies (which are often resource intensive) can only be used judiciously. In this resource-poor environment, skills development methodologies which incorporate new technologies can be one way to assist law students to develop the professional skills they require. Online learning tools have the potential to be resource friendly, and law schools may therefore be able to utilise them to ensure that maximum learning potential is achieved from the limited resources available. Considering an online or blended skills development framework is also supported by evidence that new technology learning tools can usefully contribute to skills development. In this article the potential for online learning to replicate aspects of an apprenticeship model of learning is explored, as a means of explaining this contribution. This analysis is intended to facilitate consideration of a broad panoply of learning tools for skills development, and inform educators considering adding a new technology component to student skills development.     

Teaching without authority

This article seeks to examine the roles played by authority within the classroom in the legal education context and its potential impact on the models of pedagogical practice. Among the pertinent factors fuelling the changing demographics of the law student body is the perceived attraction of practising law in the United Kingdom which increases the popularity of graduate conversion routes into the profession both by qualified legal practitioners from other jurisdictions and by mature students with experience in other areas. This raises a number of potential difficulties for junior law teachers in so far as this changing student body demographic is capable of challenging the teacher's real or perceived authority in the classroom which was hitherto considered a crucial tool to the educator. This article discusses the effects of the closing gap of knowledge and experience between the teacher and the student body and how the adoption of different models of pedagogy may alleviate certain difficulties that arise, perhaps to the extent of transforming this weakness into strength. In the end, however, whether to use different pedagogical models to compensate for a lack of relative authority in the classroom may hinge upon whether legal training should primarily be academically oriented or more akin to training for the practice of a trade, raising questions regarding the appropriate form and function of legal education.     

Do Rankings Matter? The Effects of U.S. News & World Report Rankings on the Admissions Process of Law Schools

In recent years, there has been a tremendous proliferation of quantitative evaluative social measures in the field of law as well as society generally. One of these measures, the U.S. News & World Report rankings of law schools, has become an almost obsessive concern of the law school community, generating a great deal of speculation about the effects of these rankings on legal education. However, there has been no attempt to systematically ascertain what, if any, effects these rankings have on the decisionmaking of students and schools in the admission process. This article documents some of these effects by conceptualizing rankings as a signal of law school quality, investigating (1) whether students and schools use this signal to make decisions about where to apply and whom to admit, and (2) whether the creation of this signal distorts the phenomenon—law school quality—that it purports to measure. Using data for U.S. law schools from 1996 to 2003, we find that schools' rankings have significant effects on both the decisions of prospective students and the decisions schools make in the admissions process. In addition, we present evidence that the rankings can become a self-fulfilling prophecy for some schools, as the effects of rank described above alter the profile of their student bodies, affecting their future rank. Cumulatively, these findings suggest that the rankings help create rather than simply reflect differences among law schools through the magnification of the small, and statistically random, distinctions produced by the measurement apparatus.     

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.     

Directives in EU Legal Systems: Whose Norms Are They Anyway?

This article is concerned with whether the concept of a legal system—long a centrepiece of state‐based legal theories—is a useful conceptual tool in theorising the contemporary EU and its legal relations with its Member States. The focus lies particularly with EU directives, and with what the character and operation of this distinctive type of EU norm can tell us as regards the existence of and relations between legal systems in the EU. I argue for the view that the EU is comprised of distinct but interacting legal systems at EU and national level, and claim that the character and operation of directives supports this view. Throughout the discussion I try to bring the conceptual tools of analytical legal philosophy to bear on puzzles generated by EU law and its relations with national law, in order to show that a sound analysis of aspects of the EU can benefit from abstract legal philosophical reflection, and vice versa.     

论作为"制度"的法学院

法律职业为限制性的职业,目前两大法系主要国家都在制度上将法学院教育作为进入法律职业的第一道门槛;法律的技艺性、智识性和一定的神秘性及其规范特征决定了法律职业必须具备共同的职业素养,凭借法学教授、法学图书资科和法学院的社区生活三要件,制度性法学院而非仅仅作为场所的法学院培育这些素养并促使法律职业共同体形成。我国现实呼唤在制度上确立法学院教育的门槛地位,建设胜任于培育法律人的制度性法学院。     

The ethical identity of law students

This paper uses measures of values, moral outlook and professional identity to explore the ethical and professional identity of law students. We do so in two jurisdictions, surveying 441 students studying in England and Wales and 569 students studying in the US. The survey covers the first and final years of an undergraduate law degree and the postgraduate vocational stage in England and Wales, as well as students in all years of the JD programme in the US. We explore whether law students towards the end of their legal education have ethical identities predictive of less ethical conduct than those at the beginning of their legal education; whether law students intending careers in business law have values and profiles consistent with less ethical conduct than those intending to work for government or individuals; and what factors might explain these differences in ethical outlook. Our findings suggest that ethical identity is strongly associated with gender and career intentions. They also suggest weaker moral identities for students intending to practise business law. Ultimately, our findings support a conclusion that is more nuanced than the predominant theses about the impact of legal education on student ethicality which tend to suggest legal education diminishes ethicality.     

The Path of the Law Review: How Interfield Ties Contribute to Institutional Emergence and Buffer against Change

Early neoinstitutional theory tended to assume institutional reproduction, while recent accounts privilege situations in which alternative models from outside an organizational environment or delegitimizing criticism from within precipitate institutional change. We know little about institutions that persist despite such change conditions. Recent advances in sociological field theory suggest that interfield ties contribute to institutional change but under‐theorize how such ties may reinforce institutions. Extending both approaches, I incorporate self‐reinforcing mechanisms from path‐dependence scholarship. I elucidate my framework by analyzing the student‐edited, student‐reviewed law review. Despite its anomalous position relative to the dominant peer‐reviewed journal model of other disciplines, and despite sustained criticisms from those who publish in them, the law review remains a bedrock institution of law schools and legal scholarship. I combine qualitative historical analyses of legal scholarship and law schools with quantitative analyses of law‐review structures and field contestation. The analysis covers law review's entire historical trajectory—its emergence, its institutionalization and coherence of a field around it, and its current state as a contested but persistent institution. I argue that self‐reinforcing mechanisms evident in law review's ties to related fields‐legal practice, law schools, the university, and legal periodicals—both enabled its emergence and have buffered it against change.     

Creative Commons Licences,the Copyright Regime and the Online Community: Is there a Fatal Disconnect?

Creative works on the Internet (online works) present challenges to the traditional copyright model. Creative Commons licences are one response to these challenges. Despite the many positive features of Creative Commons licences, certain aspects have attracted criticism. The flaws in Creative Commons licences are a symptom of a broader failure of the copyright system itself to engage with the community. Creative Commons licences operate within the traditional copyright model, despite having some resonance with a developing copyright paradigm. Yet many concepts of copyright are not understood by the wider community; indeed, some remain a source of ongoing debate within the legal academy. Furthermore, there is evidence that community norms and expectations in relation to online works conflict with the legal environment provided by copyright law. The author argues that until these issues are addressed, an attempt to reconceptualise the legal environment by working within its constraints is unlikely to be successful.     

诊所法律教育在卫生法学教学中的应用研究

发源于美国的诊所法律教育借鉴了医学院学生在医疗诊所临床实习的做法,倡导在实践和经验中学习法律和律师的执业技能。法律诊所教育不仅在美国,在全球其他国家也产生了深远的影响。法律诊所教育发展到今天,它的价值不仅体现于课程本身,更体现为一种教学方法的变革。诊所法律在我国移植和推广的过程中,如何根据我国教学的实际情况,结合具体课程展开富有实效的应用研究,改革课程的教学方法,提高教学效果具有现实价值。     

The EU Directive on Electronic Signatures--A Worldwide Model or a Fruitless Attempt to Regulate the Future?

The Directive on a Community Framework for Electronic Signatures is an essential and important new legal standard for the regulation of electronic signatures. The following article describes this Directive and assesses whether this new legal framework will be an effective and successful worldwide model or whether it will be rather fruitless. While doing this, I will consider the implementation of the Directive into UK and German law. This will also reveal some possibilities of how the legal status of electronic signatures can or cannot and should or should not be regulated. Furthermore, I will refer to other acts, for example, the UCITA and UETA of the US and the Model Law on Electronic Commerce and Draft Uniform Rules on Electronic Signatures of the UNCITRAL. My result is that the EU Directive is to be approved in general. Only if one said that in an ever-changing world every law was premature or even that in an imperfect world every law was either insufficient or unnecessary, would it be consequent to decline regulation of electronic signatures completely. However, regarding the details, some provisions, for example, the possibility of introducing a voluntary accreditation scheme, are open to criticism.     

From European Integration to European Integrity: Should European Law Speak with Just One Voice?

Abstract: This article examines whether and how the moral principle of legal coherence or integrity, which has recently been developed further as a response to disagreement in the national legal context, applies to European law. According to the European integrity principle, all national and European authorities should make sure their decisions cohere with the past decisions of other European and national authorities that create and implement the law of a complex but single European legal order. Only by doing so, it is argued, can the European political and legal community gain true authority and legitimacy in the eyes of the European citizens to whom all these decisions apply. Although European integrity is primarily a product of European integration, it has gradually become one of the requirements of further integration. The article suggests that the principle of European integrity would help dealing with the growing pressure for common European solutions under conditions of increasing diversity. It places disagreement at the centre of European politics, as both an incentive and a means of integration by way of comparison and self‐reflectivity. It constitutes therefore the ideal instrument for a pluralist and flexible further constitutionalisation of the European Union.     

Toward an integration of economic and sociological approaches?

This article answers the question whether sociology of law and law and economics can be unificd into one integrated science. First, it is argued that an integration process inside law and economics has taken place, integrating most schools and partial analyses into one mainstream law and economics. Second, it is argued that there are no natural barriers against an integration of sociology and economics. Purely economic theories cannot and do not exist. What is calledeconomic analysis of law is basically a mixture of, for instance, 70 percent economics, 10 percent sociology, 10 percent psychology, and 10 percent other sciences. In addition, there is no such a thing as a purely sociological concept; concepts are sociological only in the sense that they are invented by people who call themselves sociologists.Nevertheless one should not expect that such a richer social science will lead to fundamentally different predictions and policy recommendations than those derived from the current simplistic economic analysis of law. The aspects studied by sociologists but assumed away by legal economists to date have in most cases no influence on the determination of (optimal) legal rules or on the long-run effects of legal rules.     

最高法院对外国法适用的上诉审查

最高法院位于一国司法体系的顶端,同时负有上诉终审裁判功能和发展法律的功能.最高法院是否应对外国法的错误适用进行上诉审查,各国实践和理论分歧甚大,从中可以概括出三种基本模式:拒绝审查模式、有限审查模式和全面审查模式.从最高法院的上诉裁判功能出发,为落实当事人的上诉救济权利,尤其是在我国二审终审和法官对外国法的查明和确定拥有主导权的语境下,最高法院应对外国法的错误适用进行上诉审查.外国法的适用与本国法律体系的发展并不割裂,相反两者具有实质关联,最高法院从其发展法律的功能出发,也应主动审查下级法院对外国法的错误适用.最高法院解释和适用外国法,有助于增进本国法律体系的包容和开放的精神.     

都市社会语境下法治认同模式的构想

城镇化进程的全面启动与依法治国战略的全面推进使得都市社会中的法治认同成为一个重要论题。一方面,都市社会的发展消解了传统法治认同模式赖以存立的共同体,另一方面都市化的进程又塑造了一种新型的社会关系并具有独特的精神气质,进而构成了一种新型的共同体——媒介型共同体。媒介型共同体以异质性的不断生成为其正当性基础,以多重空间分配与构造为其基本特征,并且超越传统的依托于民族国家的共同体模式,形成了一种依托于都市和全球的新型共同体。都市社会中的法治认同要求利他主义的都市法律主体,立基于"都市—全球"的互动结构,以空间分配促进都市法律主体对于都市法治的认同,最终指向都市法治的实现。     

The law commission and judicial law reform*

This article explores ways in which mooting can provide high school students with insight into life as a law student. In gaining high school students’ insights on their early exposure to a legal research skills environment involving oral argumentation exercises, the authors argue that law schools can incorporate experiential learning pedagogies into student recruitment efforts to ensure that both law school and prospective student are better prepared for each other during the delivery and study of law at university level.     

高校学生管理法制化刍议

学生管理法制化是法治社会高校管理现代化的必然选择。这就要求从健全立法体系、规范管理行为、强化司法监督等方面做好学生管理法制化建设。然而,当前的学生管理还存在着法律观念淡漠、法律关系不明确、制约机制软弱等问题,不但有悖于法制精神,并且严重影响学生受教育权以及其他合法权利的实现。因此,必须确立学生的权利主体地位,建立尊重学生权益的学生管理机制。