120 See Susskind, Richard, The Future of Law: Facing the Challenges of Information Technology (1996) (suggesting that the legal services market is changing due to technology and pressures from other markets, forcing lawyers to acquire a range of new skills and functions), with Larry E. Ribstein, Practicing Theory: Legal Education for the Twenty-first Century, 96 Iowa L. Rev. 1649 (2011) (provides a more condensed report). These authors promote the idea that legal practice and what counts as a lawyer is changing, and this needs to be factored into legal education. Google Scholar 104 Recently, the European Commission announced its intention to enable fifty per cent of European Union legal practitioners to participate in European judicial training by 2020. See Communication from the European Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, COM(2011) 551 final (13 September 2011), ec.europa.eu/justice/criminal/files/2011-551-judicial-training_en.pdf.Google Scholar Colorado Law offers a variety of legal theory courses taught by a nationally renowned faculty. The study of theoretical perspectives – and the better understanding that such study brings – is not only valuable in itself, but a solid theoretical foundation also enables lawyers to understand the broader social, economic and intellectual patterns that shape education and define its functions. Theory thus helps lawyers develop arguments and strategies, especially when ambiguities in teaching and new legal problems require innovative approaches.
For similar reasons, a solid legal basis also increases the effectiveness of lawyers as political and municipal leaders. 119 The link between work and education allows me to avoid a criticism of Ulen. See Ulen, op. cit. cit., note 48. He argues that legal education needs to be more theoretical to keep up with the latest developments in legal research. However, this is a seriously flawed argument that assumes that legal education and faculty composition in law schools should keep pace with evolving jurisprudence. In this way, legal education educates students independently of the requirements of legal practice, and therefore, unlike Ulen, the gap between education and practice can widen. Ulen`s argument reveals two unwarranted assumptions: (1) that law should be examined as an empirical science; and (2) this practice should not necessarily influence university teaching. Ulen`s thesis also omits the fact that most law professors at elite American law schools have little practical experience and little influence outside of these universities. See Cappalli, Richard B., The Disappearance of Legal Method, 70 temp.
393 (1997). Google Scholar 63 This may be due to the absence of previously codified legal interests. See Scalise, op. cit. Cit. note 52, pp. 756-57 („Thus, when judges are faced with a breach of contract, they are free to write a theory of effective breach as the next chapter of the novel.”). Although CLS is widely included in the United States, it has been heavily influenced by European philosophers such as Karl Marx, Max Weber, Max Horkheimer, Antonio Gramsci, and Michel Foucault. CLS drew heavily on legal realism, the school of legal thought that flourished in the 1920s and 1930s. Like CLS scholars, legal realists rebelled against the accepted legal theories of the time and urged the legal field to pay more attention to the social context of law.
89 There are significant differences between legal systems. For example, judicial review and discussions about rights are not as common in some Scandinavian countries. See, for example, Ran Hirschl, The Nordic Counternarrative: Democracy, Human Development, and Judicial Review, 9 Int`l J. Const. L. 449 (2011), icon.oxfordjournals.org/content/9/2/449.full.pdf.Google Scholar CLS includes several subgroups with fundamentally different and even contradictory views. Feminist legal theory examines the role of gender in law. Critical Race Theory (CRT) examines the role of race in law. Postmodernism is a critique of law influenced by developments in literary theory, emphasizing the political economy and economic context of legal decisions and issues. „The central aim of legal theory is to discover the internal logic of law, including its political, cultural and philosophical foundations – to understand the meaning of law at a level that goes beyond external appearances. In times of crisis and change, when lawyers and policymakers are looking for solutions to boring and sometimes monumental problems, this undertaking is absolutely crucial. – Professor Ahmed White 8 For example, the Legal Education Review in Australia, the Journal of Legal Education, the Clinical Law Review and A Journal of Lawyering and Legal Education, all in the United States, were very active.
The European Journal of Legal Education seems to have ceased to exist in 2008 after only four volumes. Today, the German Legal Review is the media that pays the most attention to the reform of legal education, for example the 2009 special issue Transnationalizing Legal Education. Finally, four other journals should be noted: the International Journal of the Legal Profession, the Journal of Commonwealth Law and Legal Education and the Law Teacher and Legal Studies, which replaced the Journal of the Society of Public Teachers of Law, which had published a number of articles on legal education in Britain. Google Scholar So, if PLE is to address social justice issues, it seems to me that public legal educators need to take their legal theory seriously. We need to explore the meaning of the concept of law, we need to situate law in its social context, and we need to re-establish the link between law and justice. This is not a legal elite project, but one in which all Canadians must participate; A world where everyone`s legal knowledge and experience is valued, wisdom is respected, and a strong sense of social justice is nurtured. 48 Ulen, Thomas S., The Impending Train Wreck in Current Legal Education: How We Might Teach Law as the Scientific Study of Social Governance, 6 U. St. Thomas. L.J. 302, 306 (2009) (suggesting that the combinatorial study of law and economics provokes a revolution in the law academy based on „the importation of the scientific method into the study of law”, leading to an emphasis on empirical work traditionally neglected in conventional jurisprudence, according to the author).
Google Scholar 77 See generally Kinkley, Jeffrey C., Chinese Justice, the Fiction: Law and Literature in Modern China (2000). Google Scholar 28 Leith and Morrison also blame Hart for the unproductive detour of legal theory. See Leith & Morrison, op. cit. cit., note 13. For Schlag`s view of Hart, see Schlag, Pierre, Law and Philosophy in the Hyperreal, in On Philosophy in American Law 263 (Francis J.