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.     

The Paradox of American Critical Legalism

Duncan Kennedy's essay is a reprint from his recently published book. We hope to draw attention to Kennedy's work among students of European integration since we believe his analysis to be relevant both to the specific debate on the impact of European integration upon private law and to comparative legal study in general. European legal scholarship has only recently begun to examine the problems of private legal integration. The late appearance of private law in the integration arena is due to a primarily instrumental understanding and strategic use of law in the European market-building project: only once legal ‘barriers to trade’ were eliminated and national regulatory law replaced by Europeanised norms, did the degree to which the core institutions of ’private‘ law had been (indirectly) affected by the integrationist logic become apparent. Comparative legal research, however, has benefited from this awakening of interest. European Commission projects have widened the scope of and intensified comparative studies in Europe. Equally, experience gained from the ‘Integration Through (Public) Law’ project has led to a new private legal debate on the impact of national traditions, the concept of legal cultures and the social functions of private law. Accordingly, whilst Duncan Kennedy's deliberations on the history of American legal thought and the differences between American and European legal cultures are generally to be commended for their sensitive treatment of the specificities of the civil law system and the common law heritage, they are equally of particular topical concern since in addition to highlighting America's ‘utter faith and utter distrust in law,’ they also investigate the fundamentally different approaches adopted towards ‘the project law’ within each of the member states of the EU. If European private lawyers are to come to terms with the problems of integration and convergence, they must first tackle these deep-seated divergences between their own national legal cultures.     

Government and education news

Abstract

FOR EIGHT years Cornell's Legal Information Institute has offered online law courses to students at other US law schools. Using a paced asynchronous approach, with streaming audio linked to referenced Web materials, interactive problems, online discussion/ and a series of written exercises, the courses offer a successful model of how law schools can pool teaching resources and students to enrich curricula. This article reports on and explains the choices, challenges, student response, and educational outcomes of this ongoing experiment, organised around ten frequently asked questions. It also ventures some cautious conclusions about the near‐term prospects for distance learning in US legal education, noting both inhibiting forces, including importantly constraints imposed by accreditation rules, and recent grounds for optimism.     

Lawyers’ wellbeing and professional legal education

Abstract

THIS PAPER examines the wellbeing and satisfaction levels of lawyers in the workplace. It argues that research suggesting a crisis in the legal profession in the United States is comparable with research on wellbeing and levels of satisfaction for lawyers in Australasia. Some reports in both jurisdictions are critical of conventional legal education and practical legal training programs, which do not encourage students to develop personal and interpersonal skills that can improve self‐awareness, communication skills and the capacity to manage stress and anxiety. Consequently, law students are allowed to assume that these “soft skills” are less important for lawyers compared with cognitive skills such as “knowing the law” and “thinking like a lawyer”.

The paper describes the preliminary results of research conducted with graduates of the School of Law at the University of Newcastle Australia. The results confirm existing research to show that clinical legal education programs that expose law students under supervision to clients with real cases may promote the development of interpersonal skills, which in turn may help them cope with stressors in legal practice, especially in the first few years post‐admission.     

Guest Editorial

IP law is an integral area of the law for any society and indeedhas been part of the legal landscape in some western nationsfor centuries. Many jurisdictions in the east however have relativelyyoung IP regimes. Does youth mean immaturity? Surely not. Ifanything, many Asian jurisdictions have the opportunity to leap-frogthe sometimes obfuscated jurisprudence of the west reachingmore sensible conclusions. The uniqueness and importance of the IP landscape in Asia     

Law,culture and massively multiplayer online games

Massively multiplayer online games (MMOGs) are now a major international phenomena. Millions of people can play together online, readily navigating boundaries between nations, languages and legal jurisdictions. The communities around some of these games are huge, of a size equivalent to a large city or small nation. This article explores three themes, labelled for conceptual purposes ‘games as legal spaces’, ‘games need lawyers’, and ‘lawyers need games’. It argues that games are inherently legal spaces, infused with legal-ness in a variety of ways; that more direct engagement from the legal community would be of tremendous value in making these systems, and the entertainment spaces which they regulate, ‘better’; and that we have a great deal to learn about law and about the regulation of the online space from games. The article concludes with the proposition that there is an opportunity for impactful knowledge exchange between legal scholars, MMOG developers and publishers, and the gaming community.     

Unincorporated Treaties and Small States

For small, developing, common law dualist jurisdictions aspiring to good governance based on the rule of law, their written constitutions are normally expressed to be their supreme law which regulates the allocation of governmental powers and accords their citizens a measure of predictability in the evaluation of their civil rights and determining their civic responsibilities. Predictably, therefore, competent decision‐makers of such states are extremely wary of international developments in treaty‐making and judicial decision‐making which, unwittingly or by design, operate to subject the interpretation and application of their supreme law to external determinants hostile or indifferent to their indigenous value systems. In the premises, dualism as historically understood and practiced by small, weak, sovereignties is seen as a normative prophylactic device for safeguarding and sustaining their preferred values. Drawing on a wealth of case law and legal literature, this article undertakes an in‐depth evaluation of the legal ramifications of unincorporated treaties on dualist jurisdictions, with particular emphasis on small Caricom Member States. Reference is made to the Caribbean Court of Justice (CCJ), which has been called upon to examine and pronounce on recent innovative determinations of the Judicial Committee of the Privy Council (JCPC) and which have been expressed by competent regional decision‐makers to introduce unacceptable levels of uncertainty into the administration of criminal justice in the Caribbean Community. It is submitted that the determinations of the JCPC reached in Thomas v Baptiste and reaffirmed in Neville Lewis v Attorney‐General of Jamaica, which ratified unincorporated treaties concluded by the executive, appear to have far‐reaching negative implications for the Member States of the Caribbean Community.     

Application of private international law conventions in hong kong of china

The conflict of laws of Hong Kong has predominately preserved traditional common law rules of pre-England conflict of laws. It is considered as the legal basis of the harmonization of law conflicts between different legal units, which mainly include three parts: jurisdiction, choice of law, judicial assistance in civil and commercial matters. As far as the legal source of the conflict of laws of Hong Kong is concerned, convention is an important part of international law sources. Currently, there are ten special conventions related to private international law, one of which is the New York Convention on the Recognition and Enforcement of Arbitral Awards, and the other nine are the conventions consulted by the Hague Conference on Private International Law (“HCCH”), including the Statute of the Hague Conference. Also, there exist non-special conventions relating to private international law, which play an important role in Hong Kong. These conventions have brought tremendous benefits to Hong Kong. More attention needs to be paid to the conventions of private international law to assist Hong Kong in cooperation with other more jurisdictions.     

The importance of ethics in the law curriculum: essential or incidental?

Recently, the debate as to whether ethics should be a compulsory requirement of a law degree was refuelled when the English and Welsh Legal Education Training Review (LETR) recommended that professional ethics should be primarily addressed in vocational Legal Services and Education Training programmes and that learning outcomes in the academic curriculum should include reference to morality and the law, the values supporting the legal system and their connection to the role of lawyers. This debate is also occurring in other jurisdictions. In Australia the debate is focused on the proposal that ethics be removed as a compulsory subject in the law degree. This proposal has raised a concern that law students will be denied the opportunity to develop as ethically competent lawyers. This paper argues for the continuation of ethics as a core component of a law degree and evidences the model used for the teaching of ethics in the law degree at the University of Technology Sydney in support of our argument. The background to the model is examined to highlight the significance of student feedback and ongoing curriculum review, including the alignment of parallel pedagogical factors. This model serves as an example of not only why ethics should be core to a law degree but, in order to provide graduates who are ethical and reflective practitioners, why ethics should be pervasively taught throughout the degree and supported by an introductory and capstone presence.     

Through a screen,darkly: Electronic legal education in Europe

Abstract

Electronic legal education involves the use of information, communication and instructional technologies to enhance students’ learning of the law and to provide law teachers with environments and tools for teaching the law. With the fast growth of the Internet many Law schools and Law faculties are moving their education and training into web environments. This may open new ways of teaching and learning the law by providing students with an environment in which they can manage legal information and legal knowledge for their personal professional use. However, it is clear that throughout Europe there are divergent as well as convergent uses of the web and IT This article explores some of the issues inherent in this, and suggests a number of projects that would enable ICT in legal education to facilitate the aims of the Sorbonne‐Bologna process.     

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.     

Academic perspectives on teaching international family law in higher education institutions in England and Wales

ABSTRACT

The increasing prevalence of family law disputes in England and Wales with an international element is well documented in the development of domestic legislation, case law and family practice. However, despite changes to the legal landscape and the academic recognition of international family law as a legal subject, it is still often disregarded within the undergraduate family law curriculum or as a standalone module. This article explores the development of international family law in England and Wales and presents the findings of a national questionnaire into whether international family law is taught as part of the undergraduate curriculum. The article also explores what barriers exist to including international family law topics. To conclude, the author offers some general advice about incorporating these topics into the curriculum to ensure that students are equipped to deal with the realities of family practice in England and Wales.     

Preparing law graduates for a globalised world

In this article it is argued that law graduates need to be prepared for working in a global legal context. Whether working in global law firms or small, local non-global law firms, law graduates need to have the knowledge, skills and attributes that will better equip them to work within and across multiple, international legal jurisdictions. The purpose of the article is twofold: first, to report on and disseminate research on a collaborative project on internationalising the Australian law curriculum aimed at preparing law graduates for global legal practice, of which the authors were the lead researchers; and second, to discuss and demonstrate the practical application of the proposed curriculum framework to the teaching of Constitutional Law.     

Seeing is believing: we are all converging

In a country (the UK) where huge personal investment is required to undertake legal education and training, it is right that an ever-increasing emphasis is placed on student satisfaction. Keeping students engaged is a key priority for universities and technology has a large role to play in this, whether in the context of face-to-face, wholly online or blended learning. The debate around where the line is drawn between engagement and entertainment rumbles on. Challenges exist in relation to information/digital and multimodal literacies, but there is much scope for innovation in teaching and learning thanks to emerging technologies. The article looks at ways in which those teaching in law could be inspired by other disciplines and methodologies, embedding literacies commonly dealt with outside the faculty, by librarians, technologists and designers within their curriculum.     

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.     

Trajectory of Reform: Catholicism,the State and the Civil Society in the Developments of LGBT Rights

This paper examines legislative variations in LGBT identities, addressing the question: why and how do two largely Catholic states—Italy and Spain—endow different legal treatment to LGBT identities? Italy and Spain present important similarities in their legal, social and historical backgrounds. The legal cultures of both of these states have legal frameworks decriminalizing homosexuality. Nevertheless, they have approached same-sex unions in quite different ways. Spain has introduced same-sex marriage. Italy has hindered, consequently legal recognition remains fiercely contested and unrealized. Overall, it is argued that it is in the area of same-sex unions that some of the most significant changes have taken place in family law over the past decade in a number of jurisdictions. The paper argues that legal reforms in family law must be understood in terms of relation between society and law and must draw upon the concept of “culture”. The two jurisdictions appear to support the theoretical perspective that reforms and lack of reforms in family law are inspired by a number of contexts such as religious values, ideas of political morality and State interests.     

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.     

文化视野下的中国犯罪论体系争鸣

近年来中国刑法理论界围绕传统四要件理论和德日三阶层体系孰优孰劣的争论,其实质是不同法文化的冲突,是文化冲突在刑法学领域的具体体现。这种文化冲突,既是我国刑法学理论自我反思的结果,也是自清末以来不同理论之间进行选择和论争过程的延续。围绕中国犯罪论体系的理论争鸣具有重要的文化现实意义,它有助于促进刑法学理论知识的发展,促成刑法学派在中国的早日形成,同时也有利于营造良好的学术生态环境。     

Law as a culture: Global thoughts from a small Island*

ABSTRACT

This paper will seek to address the challenges of teaching legal ethics to undergraduate law students, both generally and in my own institutional context. Ethical conduct has long been held to be a central feature of professionalism and, traditionally, codes of ethics constituted one of the hallmarks and defining characteristics of the professions. The legal profession is no exception to this; however, it has not always been recognised that university law schools have an important role to play in preparing law students for the ethical challenges of legal practice. More recently this indifference has given way to an acceptance of the importance of this area of learning. Rather than being whether to teach legal ethics to law students, therefore, the two fundamental questions for educators are, first, what do students need to learn from the teaching of legal ethics and, secondly, how this is to be achieved. This study also aims to consider the specific challenges of teaching legal ethics to law students from widening participation backgrounds. These issues are particularly important in my own professional context as programme leader for an undergraduate qualifying law degree at an institution with a high population of widening participation students.     

Lost in translation? Teaching law to non‐lawyers: Reviewing the evidence from social work

Abstract

This paper considers pedagogical questions surrounding the teaching of law to non‐lawyers. It draws on research into the teaching, learning and assessment of law in social work education. The research comprised a systematic review of international literature, a practice survey, focus groups with students and practice teachers, and two stakeholder conferences. The evidence suggests that law teaching in social work education is of particular interest in highlighting key dimensions of education practice that affect students’ learning. The paper provides some signposts towards research‐informed organisation of teaching, learning and assessment, and highlights important areas for further study.