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How we interpret and understand the historical contexts of legal
education has profoundly affected how we understand contemporary
educational cultures and practices. This book, the result of a
Modern Law Review seminar, both celebrates and critiques the
lasting impact of Peter Birks' influential edited collection,
Pressing Problems in the Law: Volume 2: What is the Law School for?
Published in 1996, his book addresses many critical issues that are
hauntingly present in the 21st century, amongst them the impact of
globalisation; technological disruption; and the tension inherent
in law schools as they seek to balance the competing interest of
teaching, research and administration. Yet Birks' collection misses
key issues, too. The role of wellbeing, of emotion or affect, the
relation of legal education to education, the status of legal
education in what, since his volume, have become the devolved
jurisdictions of Northern Ireland, Wales and Scotland - these and
others are absent from the research agenda of the book. Today,
legal educators face new challenges. We are still recovering from
the effects of the Covid-19 pandemic on our universities. In 1996
Birks was keen to stress the importance of comparative research
within Europe. Today, legal researchers are dismayed at the
possibility of losing valuable EU research funding when the UK
leaves the EU, and at the many other negative effects of Brexit on
legal education. The proposed Solicitors Qualifying Examination
takes legal education regulation and professional learning into
uncharted waters. This book discusses these and related impacts on
our legal educations. As law schools approach an existential
crossroads post-Covid-19, it seems timely to revisit Birks'
fundamental question: what are law schools for?
The place of emotion in legal education is rarely discussed or
analysed, and we do not have to seek far for the reasons. The
difficulty of interdisciplinary research, the technicisation of
legal education itself, the view that affect is irrational and
antithetical to core western ideals of rationality - all this has
made the subject of emotion in legal education invisible. Yet the
educational literature on emotion proves how essential it is to
student learning and to the professional lives of teachers. This
text, the first full-length book study of the subject, seeks to
make emotion a central topic of research for legal educators, and
restore the power of emotion in our teaching and learning. Part 1
focuses on the contribution that neuroscience can make to legal
learning, a theme that is carried through other chapters in the
book. Part 2 explores the role of emotion in the working lives of
academics and clinical staff, while Part 3 analyses the ways in
which emotion can be used in learning and teaching. The book,
interdisciplinary and wide-ranging in its reference, breaks new
ground in its analysis of the educational lifeworld of situations,
communities, actors and interactions in legal education.
In Western culture, law is dominated by textual representation.
Lawyers, academics and law students live and work in a textual
world where the written word is law and law is interpreted largely
within written and printed discourse. Is it possible, however, to
understand and learn law differently? Could modes of knowing,
feeling, memory and expectation commonly present in the Arts enable
a deeper understanding of law's discourse and practice? If so, how
might that work for students, lawyers and academics in the
classroom, and in continuing professional development? Bringing
together scholars, legal practitioners internationally from the
fields of legal education, legal theory, theatre, architecture,
visual and movement arts, this book is evidence of how the Arts can
powerfully revitalize the theory and practice of legal education.
Through discussion of theory and practice in the humanities and
Arts, linked to practical examples of radical interventions, the
chapters reveal how the Arts can transform educational practice and
our view of its place in legal practice. Available in enhanced
electronic format, the book complements The Moral Imagination and
the Legal Life, also published by Ashgate.
In Western culture, law is dominated by textual representation.
Lawyers, academics and law students live and work in a textual
world where the written word is law and law is interpreted largely
within written and printed discourse. Is it possible, however, to
understand and learn law differently? Could modes of knowing,
feeling, memory and expectation commonly present in the Arts enable
a deeper understanding of law's discourse and practice? If so, how
might that work for students, lawyers and academics in the
classroom, and in continuing professional development? Bringing
together scholars, legal practitioners internationally from the
fields of legal education, legal theory, theatre, architecture,
visual and movement arts, this book is evidence of how the Arts can
powerfully revitalize the theory and practice of legal education.
Through discussion of theory and practice in the humanities and
Arts, linked to practical examples of radical interventions, the
chapters reveal how the Arts can transform educational practice and
our view of its place in legal practice. Available in enhanced
electronic format, the book complements The Moral Imagination and
the Legal Life, also published by Ashgate.
The place of emotion in legal education is rarely discussed or
analysed, and we do not have to seek far for the reasons. The
difficulty of interdisciplinary research, the technicisation of
legal education itself, the view that affect is irrational and
antithetical to core western ideals of rationality - all this has
made the subject of emotion in legal education invisible. Yet the
educational literature on emotion proves how essential it is to
student learning and to the professional lives of teachers. This
text, the first full-length book study of the subject, seeks to
make emotion a central topic of research for legal educators, and
restore the power of emotion in our teaching and learning. Part 1
focuses on the contribution that neuroscience can make to legal
learning, a theme that is carried through other chapters in the
book. Part 2 explores the role of emotion in the working lives of
academics and clinical staff, while Part 3 analyses the ways in
which emotion can be used in learning and teaching. The book,
interdisciplinary and wide-ranging in its reference, breaks new
ground in its analysis of the educational lifeworld of situations,
communities, actors and interactions in legal education.
Paul Maharg presents a critical inquiry into the identity and
possibilities of legal education, and an exploration of
transformational alternatives to our current theories and practices
of teaching and learning the law. His work takes the view that
bodies of interdisciplinary theory and knowledge of the history of
legal education are important to all stages of legal education. He
also argues that new learning designs - such as transactional
learning - need to be developed to help students, educators and
lawyers deal with the transitions and challenges facing them now
and in the foreseeable future. Throughout, discussions of theory
are spliced with case studies of academic and professional legal
learning, particularly in the field of technology-enhanced
learning. The content of the book will be updated in a community of
practice wiki at http://www.transforming.org.uk, which will also
allow readers to comment and expand on the book's final chapter.
Paul Maharg presents a critical inquiry into the identity and
possibilities of legal education, and an exploration of
transformational alternatives to our current theories and practices
of teaching and learning the law. His work takes the view that
bodies of interdisciplinary theory and knowledge of the history of
legal education are important to all stages of legal education. He
also argues that new learning designs - such as transactional
learning - need to be developed to help students, educators and
lawyers deal with the transitions and challenges facing them now
and in the foreseeable future. Throughout, discussions of theory
are spliced with case studies of academic and professional legal
learning, particularly in the field of technology-enhanced
learning. The content of the book will be updated in a community of
practice wiki at http://www.transforming.org.uk, which will also
allow readers to comment and expand on the book's final chapter.
The popularity of entertainment gaming over the last decades has
led to the use of games for non-entertainment purposes in areas
such as training and business support. The emergence of the serious
games movement has capitalized on this interest in leisure gaming,
with an increase in leisure game approaches in schools, colleges,
universities and in professional training and continuing
professional development. The movement raises many significant
issues and challenges for us. How can gaming and simulation
technologies be used to engage learners? How can games be used to
motivate, deepen and accelerate learning? How can they be used to
greatest effect in learning and teaching? The contributors explore
these and many other questions that are vital to our understanding
of the paradigm shift from conventional learning environments to
learning in games and simulations.
This title analyses the variety of play implemented within
educational games and simulations and gives detailed examples of
cutting-edge application in a wide range of disciplines. The
popularity of entertainment gaming over the last decades has more
recently led to the use of games for non-entertainment purposes,
such as training and business support. The emergence of the serious
games movement has capitalized on this interest in leisure gaming
and helped to spread applications from the home into schools,
colleges, universities and out into professional training and
continuing professional development. The movement raises many
significant issues and challenges for us. How can gaming and
simulation technologies be used to engage learners? How can they be
used to motivate and accelerate learning? What are their main
strengths for learning? The contributors explore these, and many
other questions, to help the reader to understand the paradigm
shift from conventional learning environments to learning in games
and simulations.
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