Transforming Legal Education: Learning and Teaching the Law in the Early Twenty-first Century

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Routledge, 2016 M12 5 - 360 páginas
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.
 

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Contenido

Cover
INTERDISCIPLINES
Trading Zones
Interdisciplinary Research and Practice
Elasticity and Obstacle
The Intimate Dimensions
The Medieval Web Redivivus
Adjacencies
Transactional Learning in Action
Transactions Professionalism Emergence
Learning and
Simulation and Transformation
Elective Affinities Experience Ethics Technology
References
Index
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Acerca del autor (2016)

Paul Maharg is Professor of Law at the Australian National University, and Professor of Law at Nottingham Law School. He has published extensively in the areas of legal education and legal critique. He has worked with regulators, law firms and law schools in England, Scotland, Canada, USA, Hong Kong and Australia.

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