Dualism in Dutch legal education: The Nijmegen Law School

This study presents a pilot project and steps undertaken by Brunel Law School of Brunel University West London (UK) in response to the new challenges and pressures brought by globalisation in higher education. In the last few years there has been emerging consensus in the literature on the importance of internationalisation of higher education and student mobility as a tool for its achievement. Correspondingly, in the UK there has been a significant policy shift from the recruitment of international students to the development of collaborative agendas with overseas institutions and the student experience as the common platforms for the international activities of UK institutions. Thus, the aim of this study is to share with the legal education sector the experience of developing such a process of internationalisation through the design of a sustainable mobility programme for taught postgraduate students which has met the favourable response and financial support of the UK public funding system.     

论高校学生考试作弊学籍处分的法律问题

高校在对学生进行管理时,是法律法规授权的具有独立公务法人地位的准行政主体,它有权对学生进行惩处.但高校在对作弊学生行使学籍处分权时,作为一种具有自由裁量性的公权力,应该加以限制和约束,否则容易损害相对人的合法权益.目前高校对考试作弊学生的学籍处分存在实体与程序方面的法律问题.高校在进行学籍处分时应遵循一定的法治理念,以推进高校学生管理工作的法治化.     

Bringing Cinderella to the Ball: Teaching Criminal Law in Context

Alan Norrie, Crime, Reason and History: A Critical Introduction to Criminal Law , London: Weidenfeld & Nicolson, 1993, xx + 279 pp, pb £16.95.     

Human-centered legal tech: integrating design in legal education

As the legal profession begins in earnest to deploy digital technology in service and information delivery, greater numbers of law schools are including technology instruction in their curricula. The prospect of more lawyers with digital expertise, while a welcome development, amplifies a parallel imperative that new technology tools be designed to be responsive to evolving human needs. This paper argues that coupling technology instruction with training in human-centered design approaches offers legal educators a means of preparing lawyers not only able to generate novel technology solutions, but able to fundamentally improve legal institutions and programs through those results. The use of design pedagogies within legal education also provides educators and students with the opportunity to reimagine the law as a creative pursuit by exploring structured methods like empathy via observation, prototyping, and the embrace of failure, with learning outcomes that hold the potential to transform how lawyers approach their role. This paper concludes by detailing the insights the NuLawLab has gained in the application of design methodologies in the creation of digital legal resources, and the modifications we are adopting to the approach to produce better results for the legal sector.     

American legal education: yesterday and today

This article does not have an abstract     

The eleventh plateau: The lost object(ive) of legal education

Thanks to Peter Goodrich for commenting on an earlier version of this essay.     

The Plurality of Sources of Law*

Abstract. In this paper, the Author contends with the problem of an infra-state differentiation of sources of law. He examines two accounts of a juridical pluralism, that of Walzer (1983) and that of Boltanski and ThCvenot (1991). Both these works reveal a similar inability to account for the political dimension. The Author identifies this inability as the result of the paradox of the political. He goes on to discuss this paradox in terms of a need to reconcile indivisible popular sovereignty with the proliferation of a multitude of sources of legality.     

The Legitimacy of Law: A Response to Critics*

Abstract
In this paper, the author responds to the claim that his critique of legal positivism, based on an account of adjudication in South Ahica, misses its target because it ignores, first, the positivist thesis of judicial discretion and, secondly, the fact that positivism offers no account of judicial obligation. He argues that these theses expose a tension in positivism between its commitments to liberal individualism and to the supremacy of positive law, a tension which can be resolved only by situating positivism in its true context, the Hobbesian argument for the legitimacy of law. Following Dworkin, he advocates the practice-oriented common law tradition, one that makes the legitimacy of law a matter of standards already implicit in law which are best revealed in adjudication.     

The role of serendipity in legal education: a living curriculum perspective

This article evaluates the challenges of modular redesign and the potential contribution of serendipity in legal education by advancing a “living” curriculum model. The archaeology of the curricular redesign process is excavated by exploring the conditions influencing and constraining curricular redesign. Whilst this study is primarily located within the theoretical context of curricular redesign, it is also rooted in both the practice of law and higher education literature. A key concern of this research is to consider the under-explored interaction between serendipity and curricular design with a particular focus on how the surrounding serendipitous conditions proved timely and welcome in creating an unanticipated opportunity for such redesign. There remains a surprising dearth of research evaluating the influence of serendipity in legal education generally and, more specifically, with respect to the challenges of module redesign and delivery. This article uncovers a research agenda with themes concentrated on the role of serendipity in curricular design and how “real world” relevance can be incorporated into module redesign and delivery. It is suggested that serendipity-sensitive curricula which acknowledge current debates within law and the contemporary contexts within which law operates enhance students’ capacity to recognise the relevance and applicability of their legal knowledge. By remaining alert to the potential for serendipitous innovation in curricular redesign and by re-engineering curricula to facilitate serendipity, legal academics can enhance the incorporation of “real world” relevance into academic teaching.