The importance of teaching dispute resolution in a twenty-first-century law school

Civil justice reviews over the past 20 years have encouraged the use of alternative dispute resolution (ADR) and particularly mediation. Mediation is arguably now becoming more mainstream in terms of dispute resolution process choice. In some instances law changes have been introduced requiring parties in dispute to consider using mediation; similarly, lawyers have an ethical responsibility to provide advice to their clients about the range of dispute resolution processes available. What is lacking however is a corresponding appreciation of the changing attitudes to the teaching of dispute resolution in the majority of UK law schools, where the promotion of adversarialism within the curriculum appears to remain the focus as the primary and only method of dispute resolution. The article argues that this is unreflective of current attitudes and thinking towards dispute resolution in most common law countries, where litigation is no longer necessarily the primary dispute resolution process of choice. Whilst there was token appreciation of the importance of mediation advocacy and its inclusion recommended within the Bar Practice Training Course (BPTC), the recent Legal Education and Training Review was silent on any suggestions about the inclusion of dispute resolution based curriculum content at any stage of legal education in England and Wales. The article will explore the historical development of lawyers’ attitudes to dispute resolution within the civil justice arena and academics’ teaching of curriculum associated with it in UK law schools. The article will pose questions on why recent legal history suggests that law schools should now perhaps take a more socio-legal approach to their curriculum content and embrace the teaching of dispute resolution as a defined subject area for the twenty-first-century law school.     

论法学的人性论传统

法的基础的核心是人性。中国传统法学和西方法学大都是以人性论为基础的。同样,马克思主义法学也有自己的人性论。人性论不是资产阶级的专利。现在自由主义法学所面临的问题无不与人性有关。     

习近平法治思想中的法治学学理

习近平法治思想是马克思主义法治理论中国化的最新成果,是内涵丰富、论述深刻、逻辑严密、体系完备、博大精深的法治思想.习近平法治思想引领中国法学研究从法律主题向法治主题转换,蕴含着系统化的法治学理论,开辟了法治学学科新领域.新时代的法学研究应当以习近平法治思想中的法治学学理为依据,加快推进形成科学完备的法治学学科体系,实现...     

Intensive teaching in law subjects

The use of intensive teaching is increasing in Australian law schools. For some Australian law schools, most of their masters subjects are now taught on an intensive basis. This article reviews the literature on intensive teaching. The observation is made that there has been little discussion in the literature of the merits of such teaching in law schools. The article also reports the results of a statistical analysis comparing the student evaluations of a subject in the masters program of an Australian law school that was taught on an intensive basis with the student evaluations of the same subject taught by the same teacher across a full semester. Finally, the article reports the results of interviews with teachers at one Australian law school that makes extensive use of intensive teaching in its masters program. The teachers identify successful teaching techniques and they also identify some challenges with intensive teaching.     

医事法专业实践教学的模式设计

在教育部的指示下,为了加强实践教学,各大高等院校根据高校类型的不同和学科的差异,纷纷调整专业的培养方案,增加实践教学的学时,医事法专业也不例外。在分析医事法专业实践教学意义的基础上,介绍医事法专业实践教学的原则,抛砖引玉,提出医事法专业实践教学的六种模式设计。     

经济全球化视野下的法学实践教学

中国法学教育必须正视经济全球化带来的机遇与挑战,重新定位法学教育的主要目标,加快实用型法律人才的培养,突出实践教学在法律人才培养过程中的重要地位,明确实践教学的目的,建立科学的实践教学体系及评价标准,保障充足的实践教学时间,确保稳固的实践教学基地和场所,加强对实践教学中各个环节的指导。     

依法治国的理论与实践

一、如何理解依法治国 从抽象的角度来理解,依法治国是指通过法律来治理社会和国家,实现法律的全面统治。社会和国家是法律在统治,而不是人在统治。 从法学理论的角度来理解,依法治国是指依靠体现最广大人民群众的意志和利益、合理地配置权利、权力、义务和责任的法来制约国家权力,规范社会主体的活动,调整各种社会关系,管理各项社会事务,从而形成公正、高效、公平、稳定的社会秩序。它的直接要求就是“有法可依、有法必依、执法必严、违法必究”。