Search results

1

ПРАВОВА ОСВІТА В СОЦІОКУЛЬТУРНОМУ ПРОСТОРІГРОМАДИ

100%

Висоцька Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 8(52)

275-285

EN

The article mentioned legal education for sustainable community development, as the primary focus of socialization and the basics of legal, social state. Learning content sources, study issues, analysis, synthesis, abstraction, concretization allowed to interpret the concept of “community”, “legal education” play the system of public education and legal forms, methods, means of implementation in the field. Community is a territorial-administrative category. So we often meet in scientific discourse the definition of “local community”, which refers to the administrative unit of the state, which is a union of people within a specific territorial identity and has its own structure, system values with strong and sustainable relationships, which ensure its integrity in terms of transformation of the political, social and legal reality and integration. Legal education is a structural component of a comprehensive education in Ukraine that is: the activities of government, justice and education aimed at the development and implementation of destinations, programs, guidelines, mechanisms and methodological information on providing legal education of the population; Complex measures of educational, training and informational nature, aimed at creating appropriate conditions for entry into public legal knowledge and skills; the process of assimilation of legal knowledge and skills in order to create legal awareness and legal culture of the personality for the implementation of the legal existence of the social behavior of the heterogeneous society. Structural system of education today is a combination of training and educational institutions, which according to law execute unprofessional legal and professional legal education. Legal education of the population of the community is carried out according to the National Program of Legal Education of Ukraine’s population, based on the basic principles of Ukrainian society, underpinning national legislation provided by government and local authorities and education institutions. Sustainable community development depends on a high level of legal culture and legal education of its inhabitants that properly can ensure only legal education.

2

Legal education in Lithuania

85%

Mikša K.

|

2017

|

vol. 15

|

issue 4

9-19

EN

The paper analyzes the system of legal education in Lithuania. It provides a short historical overview and recent developments in this area. On the one hand, higher education institutions try to implement main goals of the Bologna Process and to provide two-cycle studies in the field of law. On the other hand, there are still very strong ties to the traditional one-stage model of legal studies. Thus, universities try to combine both these models and offer both two-stage and one-stage studies. In such a situation students are given an opportunity to choose the model they prefer. The paper gives an insight into the programs of studies offered by the universities in Lithuania. The last thing discussed in the article is the issue of securing quality of legal studies.

3

Egzaminy wstępne na aplikacje prawnicze. Uwagi de lege ferenda w świetle ustawy deregulacyjnej

80%

Dubowski R.

Studia Prawnicze: rozprawy i materiały

|

2014

|

issue 2(15)

181-193

EN

The aim of the article is to conduct an analysis of polish legal provisions relating the entrance examination for legal specialist courses. Graduating those courses allows in Poland to become a professional lawyer. Recently in Poland the rules of the final exams of legal specialist courses were changed. New amendment of law has abolished the form of tests at the final exams. Knowledge of the candidates will be verified by practical tasks. Author says that this new amendment is not sufficient. There should be a similar change made in relation to the entrance exams.

4

Medical Liability in the Light of New Hungarian Civil Code

80%

Barzó T.

Practice and Theory in Systems of Education

|

2015

|

vol. 10

|

issue 1

107-114

EN

The number of medical malpractice lawsuits filed each year in Hungary has considerably increased since the change of regime. The judicial decisions and practices on determining and awarding wrongful damages recoverable for medical malpractices in the Hungarian civil law have been developing for decades.

5

The Role Of Ethics In Legal Education Of Post-Soviet Countries

80%

Kelley C. R., Kiršienė J.

Baltic Journal of Law & Politics

|

2015

|

vol. 8

|

issue 1

139-164

EN

The neglect of lawyer ethics in legal education, including in continuing legal education for lawyers and judges, is an enduring Soviet legacy in post-Soviet countries. Partially because of this neglect, many people in post-soviet countries do not trust lawyers. Their mistrust often is for good reason-too many lawyers are unethical. Yet, unethical lawyers do more than alienate others and cast the legal profession in disrepute. Unethical lawyers waste resources by unnecessarily prolonging disputes and inflaming antagonisms by provoking unjustifiable confrontations. Worse, they corrupt the legal system by bribing judges, suborning perjury, and using other illegal means to achieve their ends. Thus, they contribute to an all-too-common failure in post-Soviet countries-the failure to achieve the rule of law. The academic literature is replete with commentary about the place of ethics in legal education. Some argue that ethics instruction is unnecessary. They claim that allusions to ethics in other courses, the law school culture, and the ethics learned earlier in life is sufficient. Others posit that ethics are too important to omit from the law school curriculum. They often add, however, that legal ethics instruction in law school commonly involves little more than demanding that law students memorize rules or codes of conduct. This article discusses whether the ethics education of future lawyers in post-Soviet countries is adequate. Concluding that it is not, this article proposes suggestions for the content of an Eastern European legal ethics course and methods for teaching law students to internalize ethical norms as a part of their legal education.

6

The Bank and Credit Union Disasters in Lithuania: Where Were the Lawyers?

80%

Kiršienė J.

Baltic Journal of Law & Politics

|

2014

|

vol. 7

|

issue 2

77-94

EN

Since Lithuania’s independence in 1991, sixteen banks in the country have gone bankrupt. From 2011 to 2013 two banks-the fifth and sixth largest banks in the country- went bankrupt and three credit unions collapsed. One more credit union collapsed in 2014. One of the questions not yet posed in the context of this crisis of financial institutions in Lithuania is the question: “Where were the lawyers?” This article focuses on a comparative analysis of the regulation and practice of the legal profession in considering whether and how outside and inside bank and corporate lawyers can be effective gatekeepers, foreseeing, preventing, and mitigating such collapses. This comparative research concludes with propositions for changing legal profession regulations as well as lawyers’ and corporate officers’ education.

7

What I Think I Have Learned from 50 Years of Teaching American Law to Foreigners and Foreign Law to Americans

80%

Juergensmeyer J. C.

Studia Iuridica

|

2016

|

vol. 62

141-152

EN

Autor rozważa swoje doświadczenia z 50-letniej praktyki akademickiej, kiedy nauczał prawa obcego Amerykanów oraz prawa amerykańskiego studentów zagranicznych. Po pierwsze, autor zastanawia się dlaczego studenci z innych krajów powinni studiować prawo obce i podaje następujące przyczyny: 1. Uczenie się przez wzgląd na sam rozwój naukowy; 2. By lepiej zrozumieć własny system prawny i panujące w nim zasady; 3. By udoskonalić własne prawo i cały system prawny; 4. By móc doradzać klientom w sprawach między dwoma lub więcej krajami odnośnie stosowanych przepisów i regulacji. Następnie autor rozważa jak powinno się uczyć prawa obcego amerykańskich studentów prawa i wyróżnia następujące modele: 1. Kursy prawno-porównawcze prowadzone przez nauczycieli krajowych, jak i zagranicznych; 2. Krajowe zajęcia prawnicze z elementami prawa obcego; 3. Zajęcia z prawa obcego; 4. Letnie kursy i zagraniczne sesje naukowe; 5. Kursy LL.M.; 6. Centra Prawa Obcego – na wzór tych na Uniwersytecie Warszawskim. W końcowej części artykułu, autor przedstawia w jaki sposób amerykańscy nauczyciele akademiccy powinni uczyć prawa amerykańskiego studentów zagranicznych i przedstawia kilka prostych sugestii: 1. Branie pod uwagę możliwości komunikacji w języku obcym studentów i dostosowanie własnego sposobu komunikacji do ich potrzeb; 2. Używanie pomocy wizualnych – prezentacji; 3. Nie zagłębianie się zbytnio w szczegóły; 4. Próba dodania elementów pochodzących z krajowych systemów prawnych studentów; 5. Poproszenie lokalnego nauczyciela akademickiego o udział w zajęciach. Autor konkluduje, że istnieje wzrastające zapotrzebowanie wśród studentów ze wszystkich zakątków świata do studiowania obcych systemów prawnych. Co więcej, stosunek kadry akademickiej nie jest adekwatny do tych potrzeb. Nauczyciele akademiccy na kierunkach prawniczych powinni stale poszukiwać bardziej efektywnych i innowacyjnych metod „globalizacji” nauczania prawa.

8

The Needs of the Polish Public Administration Sector versus Legal Education. Some Remarks on the Changes Relating to the Drafts of ‘Act 2.0’ and the ‘University Apprenticeship’

80%

Kokoszkiewicz A.

Krytyka Prawa. Niezależne studia nad prawem

|

2018

|

vol. 10

|

issue 2

140-148

EN

The article attempts to present the legislative changes relating to the so called Act 2.0, i.e, the law on higher education together with its implementary regulation on studies as well as the proposed university apprenticeship, which has not as of yet been made into law of any kind. These changes may have a considerable impact on legal education in Poland, and, hence, on the public administration sector in the context of its needs. For it seems justified to assume that the two research areas, i.e. the public administration sector and legal education are both interrelated and that they exert reciprocal influence upon each other. For public administration, in order to function properly, requires a supply of lawyers whereas the latter, in turn, considerably affects its practices – for instance, by way of academic activities and jurisprudential construction or judicial review. The text focuses, above all, on outlining the postulate of the so called good administration. Subsequently, selected issues are presented in the areas of legal education that are related to such administration and can serve to either implement the postulate or to weaken it. Presented are also the assumptions of the draft of the, so called, academic apprenticeship as well as the draft law together with its implementary regulation. Moreover, attention is paid to the phenomenon of mythologisation of practical education presenting a desired direction of legislative action in that respect.

9

The Hidden Curriculum in Legal Education

80%

Czarnota A., Paździora M., Stambulski M.

Krytyka Prawa. Niezależne studia nad prawem

|

2018

|

vol. 10

|

issue 2

114-129

EN

The article raises an important problem of legal education in Poland. After covering the changes in legal education in the world, the paper moves on to focus on the role of academic and practical legal education. The authors point to the specific role of the hidden dimension of legal education, which tends to be unseen, but plays a key part in educating lawyers in Poland. The final part of the article discusses the possible changes to be made in the system of legal education.

10

NAUCZANIE ETYKI PRAWNICZEJ NA STUDIACH PRAWNICZYCH

80%

KORZENIEWSKA-LASOTA A.

Studia Ełckie

|

2015

|

vol. 17

|

issue 4

369-378

EN

The article constitutes another voice in a discussion referring to the model of legal education of the students of law. It concerns a problem that was bothering both academic and legal environment in the past few years: the problem of ethical preparation of future practitioners of legal occupations. The author depicts the theory of teaching legal ethics in the Polish departments of law and the position of legal ethics among other academic courses in legal studies.

11

Minorities and multicultural education at universities

70%

Hochmanová A.

Central European Papers

|

2017

|

vol. 5

|

issue 2

79-86

EN

The author addresses on a multidisciplinary platform and from the theoretical legal and philosophical legal perspective the issue of minorities and multicultural education at universities. Through its criticism she reveals the emptiness and confusion of the concepts of social sciences and humanitarian disciplines and brings to light the ‘asset stripping’ of the normative systems. Multiculturalism in the context of a value-based university education is presented as relativism applied in the field of the social sciences with repercussions on social engineering and complete transformation of cultural and social values. Her conclusions about value perception and interpretation of multidisciplinary concepts of multiculturalism unearth in the final analysis concurrent processes leading to ideologization of scholarly disciplines and in particular law, which ceases to be a value and becomes a means used by the power structures of the globalized world.

12

A Note on Legal Education, Its Specific Features and Related Myths

70%

Król M.

Archiwum Filozofii Prawa i Filozofii Społecznej

|

2016

|

vol. 2(13)

14-27

EN

The question of legal education is recognised as important along various dimensions and thus has been in the focus of attention of numerous distinguished legal scholars and practitioners all over the world. The problem of legal education includes not just methodological issues, but also the issues that are par excellence philosophical in nature. Legal education has a specificity that arises from the nature of law and its complexity, and is related to the personal dimension of this education. The process of education should be organised in such a way that students should be in contact with members of the legal community whose authority, moral and subject matter-related attributes play a vital, formative role in legal education. The author tries to confront the didactics-related reality with ideals and postulates present within this field. Yet, it is revealed that such a reality is hidden below a “thick layer” of myths, which have grown around legal education. These myths blur the real picture of lawyers’ education, creating a kind of legal education mythology. Two types of systemic legal myths are indicated. The first one is built on the paradigm of university legal education. The other type is based on the paradigm of university studies.

13

Legal education at the crossroads of social responsibility and the development of individual competencies – experience at the University of Szeged (Hungary)

70%

Tóth J., Kálmán R.

Acta Iuris Stetinensis

|

2021

|

vol. 34

59-74

EN

The authors describe the role of the legal clinical education as an instrument for community empowerment through pro bono legal counseling, easily understandable e-compilation (Vademecum) of legal terms, and extended legal practice for law students, together with the development of their professional competencies. The new requirements in legal education, as determined by the government in 2016, focus on labour market needs, but academics and leaders of the University of Szeged have created an amalgam of tools for access to justice for local residents and NGOs in a less wealthy social environment, thereby introducing changes in education. The article proves how difficult it is to change historically-determined traditions in legal education in an innovative way, developing social solidarity, legal responsibility, ethics, and communication skills of the future generation of jurists in Hungary. In the course of the research, the authors analyze their own experiences since the establishment of the Legal Clinic at the University of Szeged under predefined requirement, e.g. number and type of cases or form of help. As a result, key fields are revealed where the work of the Legal Clinic is essential, and such a conclusion provided great help to further develop the partnership system and the entire clinical legal education at the University of Szeged.

14

Pozaszkolna edukacja prawna dorosłych a komunikacja między urzędem a obywatelem

70%

Kowalczyk J.

Studia Edukacyjne

|

2020

|

issue 59

75-90

EN

Interaction between the office and the citizen in each state is the only way to solve administrative cases. This article focuses on the legal education of active and potential participants in administrative interaction. This text was written from the point of view of a citizen living in an institutionalized country. The author identified areas of social life that require the implementation of specific legal education plans for adults. The article shows that properly selected methods of legal education are a prerequisite for building an effective state and civil society.

15

Edukacja prawnicza w Polsce i Chinach

61%

Farhan J. A.

Studenckie Zeszyty Naukowe

|

2017

|

vol. 20

|

issue 35

EN

The article concerns the current system of legal education in Poland and China. It presents the main factors that have an influence on status quo of both systems – the matters of their historical evolution, cultural attitude of society and the political system. The author points already existing cooperation within the scope of legal education of China and western countries, considering also about the future of potential cooperation of Polish and Chinese law faculties.

PL

Artykuł dotyczy obowiązującego systemu edukacji prawniczej w Polsce i Chinach. Przedstawiono w nim główne czynniki mające wpływ na obecny stan obu systemów – ich ewolucję historyczną, kwestie kulturowe społeczeństw i ustrojowe państw, w których obowiązują. Autor wskazuje już istniejącą współpracę w zakresie edukacji prawniczej Chin oraz państw zachodnich. Rozważania dotyczą również przyszłości potencjalnej współpracy polsich i chińskich wydziałów prawa.

16

Prawniczy dataizm ex cathedra

61%

Skibińska A.

Krytyka Prawa. Niezależne studia nad prawem

|

2020

|

vol. 12

|

issue 2

153-163

EN

This text is a contribution to the discussion on the state of legal education in Poland. The author refers, in particular, to the article by A. Czarnota, M. Paździora and M. Stambulski regarding a hidden program in legal education, describes the existing situation and proposes changes that should be introduced in legal studies and teaching methods for future lawyers. On selected examples, she shows how one can oppose the domination of dataism in university teaching at law faculties in Poland and at the same time educate competent lawyers and conscious citizens.

PL

Niniejszy tekst jest głosem w dyskusji nad stanem edukacji prawniczej w Polsce. Autorka nawiązuje zwłaszcza do artykułu A. Czarnoty M. Paździory i M. Stambulskiego, dotyczącego ukrytego programu w edukacji prawniczej, opisuje sytuację zastaną oraz przedstawia propozycje zmian, jakie należałoby wprowadzić w programach studiów prawniczych oraz w metodach nauczania przyszłych prawników. Na wybranych przykładach wskazuje, w jaki sposób można przeciwstawić się dominacji dataizmu w nauczaniu uniwersyteckim na wydziałach prawa w Polsce oraz kształcić jednocześnie zarówno kompetentnych prawników, jak i świadomych obywateli.

17

The Genesis of the Case Method and its Impact on the American Philosophy of Law

61%

Srokosz J.

Krytyka Prawa. Niezależne studia nad prawem

|

2018

|

vol. 10

|

issue 2

304-319

EN

The article discusses the Case Method – the dominant method of teaching in American law schools, based on an analysis of judicial decisions, created in the 1870s by Christophus Collumbus Langdell. Langdell perceived law as a science similar to physics or chemistry, and hence as an ordered system of objective knowledge, and the method of teaching that he created was intended to educate people dealing with law in a scientific manner. The article presents Langdell’s concept of law and the impact of his teaching method on the trends in American legal philosophy – classical jurisprudence and legal realism

18

Czy prawnicy powinni być pragmatystami?

61%

Rakoczy F.

Krytyka Prawa. Niezależne studia nad prawem

|

2016

|

vol. 8

|

issue 3

118-135

EN

In my paper I would like to analyze the topic o academic legal education, using for that purpose tool granted by Rochard Rorty’s neopragmatism and Artur Kozak’s juriscentrism. In this article I consider the possibility of describing higher education and legal culture using both of those concepts, and to form some proposals for future shaping of this proces. In my text I aim to prove, tha contemporary legal education is basem mostly on the mechanisms of socialisation and professional training, which base rather on transfer of rules of legal reasoning and discussion within legal community, than on transfer of actual skills. Therefore I consider to which extent this process should be suplemented by methods which individualise students, and which allow the autocreation, which is, according to Rorty, should be the mian task of higher education. In the further parts of my paper I consuder, how those mechanisms will impact shaping of future lawyers, and by that, the legal community itself, and what benefits could we achieve this way.

PL

W swojej pracy poruszam zagadnienie akademickiej edukacji prawniczej, korzystając w tym celu z narzędzi zapewnionych przez neopragmatyzm Richarda Rorty’ego oraz juryscentryzm Artura Kozaka. Rozważam możliwość opisu edukacji wyższej i kultury prawniczej za pomocą tych dwóch koncepcji, a także staram się formułować wnioski dotyczące przyszłego ukształtowania tego procesu. Próbuję wykazać, że współczesna edukacja prawnicza oparta jest głównie na mechanizmach socjalizacji i treningu zawodowego, które polegają raczej na przekazywaniu reguł rozumowania prawniczego i dyskusji wewnątrz wspólnoty prawniczej, niż na przekazywaniu konkretnych umiejętności. W związku z tym rozważam, w jakim stopniu proces ten powinien zostać uzupełniony o metody indywidualizujące kształconych, umożliwiające im autokreację, co, zdaniem Rorty’ego, powinno stanowić główne zadanie studiów wyższych. W dalszej części pracy zastanawiam się, w jaki sposób tego rodzaju mechanizmy wpłyną na ukształtowanie przyszłych prawników, a tym samym wspólnoty prawniczej oraz jakie ewentualne korzyści możemy w ten sposób osiągnąć.

19

Doświadczenia Księstwa Warszawskiego w zakresie edukacji prawniczej

61%

Oniszczuk A.

Krytyka Prawa. Niezależne studia nad prawem

|

2016

|

vol. 8

|

issue 3

67-90

EN

The article deals with legal education in the Duchy of Warsaw (1807–1815), which was a transitory period between a feudal and modern state. The urgent need for institutional education of a state personnel resulted from existence of legal provisions stemming from several legal orders, divergence in qualifications of personnel in administration and judiciary, as well as a necessity for efficient implementation f Napoleonic law. Those circumstances were precisely diagnosed by the minister of justice. He initiated courses of law followed by the School of Law and School of Administration. As the Duchy’s territory was enlarged, legal teaching had place also at the university in Cracow. It seems that although the state existed for only a short period, a more or less cohesive governmental concept of legal education’s role existed. It was to serve mainly the development of the state and this utilitarian goal dominated. It is worth reminding that those first Polish endeavours in the field of modern legal education took place at the time of a public finance crisis. Although majority of income was devoted to military needs and many projects were put off until later, authorities noticed that for an efficient governing of a state a well-educated personnel is needed. At that time this belief was not common.

PL

W artykule omówiono przedsięwzięcia w zakresie edukacji prawniczej w Księstwie Warszawskim (1807–1815), a więc w fazie przejściowej między państwem feudalnym i nowoczesnym. Wobec współistnienia przepisów z kilku porządków prawnych, różnego stopnia przygotowania pracowników administracji i wymiaru sprawiedliwości oraz konieczności sprawnej implementacji napoleońskiego prawa, instytucjonalne kształcenie kadr okazało się niezbędne. Trafnie ocenił tę sytuację minister sprawiedliwości, współorganizując kursy prawa, a następnie Szkołę Prawa i Nauk Administracyjnych. W zakresie prawa kształcono też na uniwersytecie w Krakowie, znajdującym się w obrębie Księstwa od 1809 r. Wydaje się, że mimo krótkiego okresu istnienia państwa wykształciła się w miarę spójna koncepcja w zakresie roli edukacji prawniczej – służyć miała głównie wzmocnieniu budowy struktur Księstwa i ten utylitarny cel dominował. Co warto podkreślić, te pierwsze nowoczesne przedsięwzięcia edukacyjne w zakresie prawa przypadły na okres kryzysu finansów państwowych – mimo przeznaczania większości dochodów na cele wojskowe i odkładania wielu projektów na przyszłość, dostrzeżono, że dla sprawnego zarządzania państwem niezbędne są odpowiednio wykształcone kadry. Pogląd ten nie był wówczas jeszcze powszechny.

20

Edukacja prawnicza na poziomie Wyobrażeniowym, Symbolicznym i Realnym

61%

Stambulski M.

Krytyka Prawa. Niezależne studia nad prawem

|

2016

|

vol. 8

|

issue 3

150-161

EN

The article is an attempt to problematize legal education in order to show its unconscious structures. Methodologically it is based on a Lacanian psychoanalysis, in particular on a three level concept of language. Considerations lead to the conclusion that the unconscious structure of legal education is opposed to conscious declaration. While declarations are talking about the transfer of knowledge, the real practices are based on enforcing discipline and subordination.

PL

Artykuł jest próbą problematyzacji edukacji prawniczej w celu ukazania jest nieświadomych struktur. Metodologicznie opiera się on na psychonalizie Lacanowskiej, w szczególności na trzypoziomowej koncepcji języka. Rozważania prowadzą do konkluzji, że nieświadoma struktura edukacji prawniczej jest przeciwstawna do świadomych deklaracji. O ile deklaracje mówią o przekazywaniu wiedzy, o tyle realne praktyki są oparte na wymuszaniu dyscypliny i podporządkowania.

Refine search results

ПРАВОВА ОСВІТА В СОЦІОКУЛЬТУРНОМУ ПРОСТОРІГРОМАДИ

Legal education in Lithuania

Egzaminy wstępne na aplikacje prawnicze. Uwagi de lege ferenda w świetle ustawy deregulacyjnej

Medical Liability in the Light of New Hungarian Civil Code

The Role Of Ethics In Legal Education Of Post-Soviet Countries

The Bank and Credit Union Disasters in Lithuania: Where Were the Lawyers?

What I Think I Have Learned from 50 Years of Teaching American Law to Foreigners and Foreign Law to Americans

The Needs of the Polish Public Administration Sector versus Legal Education. Some Remarks on the Changes Relating to the Drafts of ‘Act 2.0’ and the ‘University Apprenticeship’

The Hidden Curriculum in Legal Education

NAUCZANIE ETYKI PRAWNICZEJ NA STUDIACH PRAWNICZYCH

Minorities and multicultural education at universities

A Note on Legal Education, Its Specific Features and Related Myths

Legal education at the crossroads of social responsibility and the development of individual competencies – experience at the University of Szeged (Hungary)

Pozaszkolna edukacja prawna dorosłych a komunikacja między urzędem a obywatelem

Edukacja prawnicza w Polsce i Chinach

Prawniczy dataizm ex cathedra

The Genesis of the Case Method and its Impact on the American Philosophy of Law

Czy prawnicy powinni być pragmatystami?

Doświadczenia Księstwa Warszawskiego w zakresie edukacji prawniczej

Edukacja prawnicza na poziomie Wyobrażeniowym, Symbolicznym i Realnym