The contributions in this volume suggest that qthe ethics project in legal educationq is increasingly an international one. Even though the strength of commitment by both the profession and the legal academy to qethics learningq within law schools varies, two fundamental questions confront all who work in this area. First, what is it that we want our students to learn (or, perhaps, in what manner do we want our students to develop) from the teaching of qlegal ethicsq? Second, how can we create a learning environment that will encourage the nature and quality of learning we think is important? All the contributors to this volume take a strong stand on the importance of ethical legal practice and the role of law schools in developing studentsa capacities in this area. They share a belief in the essential need to encourage law students to engage with the moral dimensions of legal practice. The questions that these scholars grapple with are therefore not of the qshould we be teaching this?q variety, but qhow might we best to go about doing this, so that our efforts within law schools really make some difference?q Each of the chapters in this volume adds uniquely to our understanding of these matters.See, for example, D.A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Englewood Cliffs, NJ: ... The others were used for discussing personal values or helping students to choose their essay topic.
|Title||:||The Ethics Project in Legal Education|
|Author||:||Michael Robertson, Lillian Corbin, Kieran Tranter, Francesca Bartlett|
|Publisher||:||Routledge - 2010-10-06|