Inbunden, Engelska, 2016

Academic Learning in Law

Theoretical Positions, Teaching Experiments and Learning Experiences

Av Bart van Klink, Ubaldus de Vries

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Beskrivning

The nature and purpose of legal education has become a topic of intense debate in recent years. This timely book calls for a critical re-evaluation of university legal education, with the particular aim of strengthening its academic nature. The contributors emphasise lecturers' responsibility to challenge the assumptions students have about law, and the importance of putting law in a theoretical and social context that allows for critical reflection and sceptical detachment. In addition, the book reports upon teaching experiences and innovations, offering tools for teachers to strengthen the academic nature of legal education, and concludes with concrete proposals for change. Students and scholars engaged in the debate regarding the re-evaluation of academic legal education will find this book invaluable to their work. It will also be of interest to practitioners, such as educational experts and administrators looking to understand the role of law schools in creating responsible citizens.Contributors include: T. Bleeker, A. Böning, L. Corrias, U. de Vries, M. Del Mar, L. Francot, S. Germain, T. Hutchinson, B. Oomen, C. Schwöbel-Patel, B. Sokhi-Bulley, G. Uygur, B. van Klink, W. van Rossum

Produktinformation

Utgivningsdatum: 2016-07-29
Mått: 156 x 234 x undefined mm
Format: Inbunden
Språk: Engelska
Förlag: Edward Elgar Publishing Ltd
ISBN: 9781784714888

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Mer om författaren

Edited by Bart van Klink, Professor of Legal Methodology, Department of Legal Theory and Legal History, Vrije Universiteit Amsterdam and Ubaldus de Vries, Institute for Jurisprudence, Constitutional and Administrative Law, School of Law, Utrecht University, the Netherlands

Recensioner i media

'At a time when the performative demands of the neo-liberal university threaten to marginalise liberal and post-liberal traditions of critical enquiry, it is important to be reminded that a quality legal education can be both richly sceptical and imaginative. For those interested in deepening their students' empirical, normative and affective understanding of legal phenomena, and of their own place in the legal word, this collection of essays offers both a multi-faceted account of educational praxis and some persuasive examples of how we can educate better.'

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