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How should intellectual property (IP) law be taught today? This is an important question due to the growth of IP as an academic subject over the past decades, reflecting its increasingly interdisciplinary reach and need to deal with novel questions of law. It will be argued that, while always applicable, the skills of interdisciplinarity, creative thinking, ethical awareness and ability to deal with uncertainty in law have become even more relevant for current students of IP. This article draws on pedagogical literature from law and other disciplines to argue that problem-based learning (PBL) is theoretically an effective method of teaching that can develop these skills. It concludes with a case study of a PBL session during a Master's course to identify some of the challenges of PBL in practice and how these can be addressed in the future. This case study contributes to existing literature on PBL in law by focusing on postgraduate study and using a problem drawn from real-life current events. [ABSTRACT FROM AUTHOR]

Just as our society is changing at an ever-increasing pace, so too are the ways in which we learn about law. The complexity of law is increasing and the emphasis on values in law is strengthening. This article aims to highlight two interesting articles published in this year's Jurisprudence, by Jan Hořeňovský and Petr Roháček. Following their ideas, in this article I try to reflect on why it is necessary to search for innovations in the methods of law teaching, because the way law is taught fundamentally contributes to the way we learn about and interpret law. [ABSTRACT FROM AUTHOR]

Globally, the COVID-19 pandemic brought to the fore fundamental changes and challenges in education. This is also clear within legal education in BRICS countries and beyond, where issues emerged but created space for effective ways forward. In alignment with the special issue theme, this paper provides a vision for post-pandemic education – in this case, in one discipline, namely legal education. Based on an international literature review, it is argued that to deliver appropriate skills and create well-rounded graduates effectively, there is a need to rework the vision of law as a single discipline. Thus, considering the contemporary challenges to legal education described in this paper, a different approach to the curriculum is required in which support for the development of vital skills such as creativity, critical thinking and complex problem-solving is maximised. Furthermore, attention needs to be devoted to adopting a transdisciplinary perspective delivered through inquiry-based learning. This requires thinking about problem-solving from multiple viewpoints and seeking out tools, practices and pieces of knowledge from multiple fields to arrive at better questions and solutions.

This article examines the history and development of legal education in Australia by tracing the establishment of university law schools and other forms of legal education in the states and territories from the time of European settlement in 1788 until the present day. It considers the critical role played by legal education in shaping the culture of law and thus determining how well the legal system operates in practice. It argues that Australian legal education can satisfactorily meet the twin objectives of training individuals as legal practitioners, whilst providing a liberal education that facilitates the acquisition of knowledge and transferable legal skills.

This work aims to reform legal teaching in Colleges and Universities (CAUs) and improve law students’ comprehensive quality. In the context of Educational Psychology (EPSY) research, Deep Learning (DL) theory is integrated into legal instructional design (ID). Following a theoretical review of EPSY and DL, the current situation and problems of college legal teaching are understood based on the Law School in a University in Shanghai through auditing, communication, and investigation methods. The theoretical research results are integrated into the ID. The teaching content is divided into language information module, wisdom skills module, cognitive module, action skills module, and attitude module. Each module is divided into three teaching methods, and all teaching methods are combined into the proposed legal ID. Finally, the proposed legal ID is applied in the legal classroom of the Law School in a University in Shanghai. Overall, seventy students are recruited and grouped into Class A (experimental group) and Class B (control group). Class A uses the proposed legal ID, and Class B does not. The scores of Classes A and B are compared. After a semester, the average score of Class A has increased from 68 to 71.11 points. The covariance has decreased from 61.66 to 51.42. When the confidence level is set to 0.95, the confidence interval of class A has increased from 65.26–70.74 to 68.62–73.61. By comparison, the average score of Class B dropped from 68.14 to 68.11 points. The covariance has decreased from 60.24 to 41.76. When the confidence level is set to 0.95, the confidence interval of class B has changed from 65.44–70.85 to 65.86–70.37, without significant improvement. Therefore, the proposed legal ID based on DL theory is scientific and effective. This work has certain reference significance for optimizing the ID of CAUs and improving the comprehensive quality of college-student talents. [ABSTRACT FROM AUTHOR]

Copyright of Derecho Penal y Criminologia is the property of Universidad Externado de Colombia, Departamento de Derecho Penal y Criminologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on a talk by the author, the article seeks to sketch the work and contribution of Professor Lotika Sarkar, the first woman law teacher of the Delhi University. A much sought after teacher, with a progressive outlook, Professor Sarkar mentored several generations of law scholars, teachers and judges. The article speaks of Professor Sarkar's seminal contribution as member of the Committee on the Status of Women in India. Her chapter on 'women and the law' formed a significant part of the Committee's 1975 report. Professor Sarkar joined three other eminent law teachers in penning an Open Letter to the Chief Justice of India, on September 16, 1979, in the wake of the Tukaram case. This letter paved the way for significant changes in law relating to custodial rape. The issues that Professor Sarkar worked on are of contemporary relevance to any serious legal scholar looking for a reference point, and the right questions to ask. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis. Folia Luridica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article analyzes the first Brazilian Law schools emergencein 1827 in the cities of Olinda and São Paulo. In the first half of the nineteenth century, the new courses were not significant in terms of scientific production. But in the second half of that century, there were an increase in the academic expressiveness of the faculties, especially observed in Pernambuco, when the course was transferred from Olinda to Recife in 1854. Influenced by liberal paradigms, the objective of the colleges was to form a qualified body to attend to the administrative State’s interests. If on the one hand, in Recife, it has a preponderance of presuppositions influenced by the evolutionism, scientism and culturalism, mainly due to Tobias Barreto; on the otherhand, in São Paulo, pragmatism and teaching of Civil Law prevailed, meetingthe oligarchic elites needs, with regard to contractual and property rights. Even in the second half of the nineteenth century, some reforms were implemented in the curriculum. The Catholic Church has lost influence in education and the government has notbeen able to intervene in teaching, becoming this "free".

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The arrival of the new media era has a certain impact on the teaching environment of universities in China. The rapid development of new media has also profoundly affected the thinking mode, behavior style and psychological consciousness of college students. This paper puts forward some innovative teaching modes under the background of new media information technology, including the online simulation court, the construction of interactive dynamic teaching website and so on. It realizes the deep integration between law teaching and modern new media technology, and gradually forms an open and diversified teaching mode. The research content of this paper has far-reaching significance for promoting the teaching of new media technology and enhancing the pertinence and effectiveness of College Students’ legal education. [ABSTRACT FROM AUTHOR]

The teaching of law and legal research require a philosophical evaluation process in order to assess their democratic relevance. Legal philosophy and epistemology have the potential to play a key role in democratic legal education. The proposed reflection starts from questioning, from a philosophical perspective, about the construction of a training and research process that integrates a perspective of legal epistemology that represents its transformative potential. [ABSTRACT FROM AUTHOR]

Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Derecho Privado (0123-4366) is the property of Universidad Externado de Colombia, Departmento de Derecho Civil and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Lecture recordings are anecdotally associated with decreased rates of attendance at face-to-face classes. However, there have been very few studies that empirically analyse this contention, or which examine the motivations for student attendance at face-to-face classes. In this article we report on a study of over 900 undergraduate and postgraduate law students at The University of Western Australia. The study employed a mixed methodology approach involving a student survey, a manual count of attendance at face-to-face classes, and student focus groups to measure self-reported and actual rates of attendance at face-to-face classes and to identify factors influencing student attendance. A key finding is that lecture recordings are a significant reason for non-attendance, though perhaps not as all-encompassing a reason as anecdotal evidence suggests. We discuss the benefits of lecture recordings and the potential negative implications of non-attendance at face-to-face classes for students' academic performance, their sense of connectedness, and the development of specialist skills and graduate attributes. We also consider how universities, law schools and law teachers might respond to these challenges. [ABSTRACT FROM AUTHOR]

Copyright of Annali di Storia delle Università Italiane is the property of CISUI: Centro Interuniversitario per la Storia delle Universita Italiane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evidence teachers, and other law professors, often make instrumental arguments. This short [9 paragraphs] feuilleton speculates about a strange gap in instrumental analysis---the reluctance to confront the values upon which such arguments rest. It offers no answers but a least it has no footnotes and may spark thought in others who do have the answer.

Copyright of Annali di Storia delle Università Italiane is the property of CISUI: Centro Interuniversitario per la Storia delle Universita Italiane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Políticas Públicas is the property of Revista Brasileira de Politicas Publicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Las Facultades de Derecho de tradición romanista afrontan actualmente el reto de integrar las enseñanzas clínicas en los currículums. Con este horizonte como meta, la Clínica de Derecho del Forum Montesquieu de la Universidad de Burdeos (UB) y la recientemente creada Clínica Jurídica por la Justicia Social de la Universidad del País Vasco/Justizia Sozialaren Aldeko Klinika Juridikoa (UPV/EHU), a fin de proponer la adecuada integración de la pedagogía clínica en los planes de estudio del Grado en Derecho, desarrollaron un proyecto conjunto en el que identificaron áreas de colaboración a partir de experiencias complementarias sobre tres aspectos clave de la integración curricular: la gestión de la clínica jurídica, la innovación pedagógica en términos de aprendizaje de competencias, y la clínica jurídica como organización social que trabaja junto con los agentes sociales. Continental law faculties currently face the challenge of integrating the clinical teaching in the curricula. With this horizon as a goal, the legal clinic Forum Montesquieu of the University of Bordeaux (UB) and the newly created legal clinic for Social Justice/Justizia Sozialaren Aldeko Klinika Juridikoa, of the University of the Basque Country (UPV/EHU), in order to propose the appropriate integration of the clinical legal education in both undergraduate and graduate learning, developed a joint project that identified areas of cooperation based on complementary experiences on three key aspects of the curricula: the management of the legal clinic, pedagogical innovation in terms of learning skills, and legal clinic as a social organization that works together with the social partners. The project has counted with the support of the call EBIS (UB/UPV-EHU) which promotes training experiences in the framework of the Euroregion Euskadi-Aquitaine-Navarre. Available from: https://doi.org/10.35295/osls.iisl/0000-0000-0000-0953

The Socratic Method emphasizes that students obtain knowledge and test their beliefs in the process of engaging in dialogues. As general education emphasizes critical thinking, this method has much applied value, specifically in teaching law courses in general education programs. In light of different perspectives, the Socratic Method could be classified into three models: the test model, the Meno model, and the Theaetetus model. Besides, it could be classified into two approaches: the non-autocratic approach and the authoritarian approach. The Socratic Method is often adopted in the teaching at law schools in the United States. In their different experiences of studying and teaching, scholars’ views over the use of the Socratic Method in teaching the law is controversial. The approvers consider that the method is effective in teaching basic legal principles. The dissenters consider that the classroom experience is humiliating to all students. However, most scholars would agree that it depends on how well teachers implement the Socratic Method so that students may benefit from the process. Comparatively, there is also possibility that these models or approaches of the Socratic Method might be properly applied in the teaching of different law courses. In United States, the Meno model is mainly applied. Besides, for students’ understanding the application of law, teachers may adopt the authoritarian approach. For students to understand the amending of law, teachers may use the non-autocratic approach. In this article, the author introduced and analyzed his teaching of law using the Socratic Method and demonstrated how useful it has been for educating students to have deliberation ability.

Este artigo analisa o estágio no âmbitoda legislação brasileira, destacando seus aspectospedagógicos, demonstrando suas diferenças emrelação às atividades de prática simulada, bem comoestudando suas especificidades nos cursos deDireito.This article analyzes the trainee programin the scope of the Brazilian legislation,highlighting its pedagogical aspects, demonstratingits differences in relation to the simulated practicalactivities, as well as studying its specificitieswithin the Law courses.

My Domestic Violence and Social Justice law school course is organized around a structural intersectional framework to encourage students to recognize how structural inequalities inform the types of abuse perpetrated, individual and community responses to abuse, meanings that a victim ascribes to abuse, and factors that increase the risk of abuse. The course challenges the dominant neoliberal ideology focus on individual responsibility that eclipses shared responsibility. The course combines experiential exercises, a presentation by members of a community-based survivor organization, discussion of a hypothetical case with a legal practitioner, and court observation to help students apply theoretical insights to practical issues of individual representation and policy-making. [ABSTRACT FROM AUTHOR]

This article deals with legal movies and especially with their subsection of lawyer movies, their possible usage in law teaching at law schools and reasons for using lawyer movies at law schools. Today, movies about lawyers are one of the best means of engaging students in discussions about the importance of legal ethics. By storytelling they bring important issues into the classroom through ways an abstract teaching is unable to do. Common knowledge of recent movies by the young generation enables the teacher to demonstrate his points through examples to which students can relate. They can also uniquely emotionally touch students and thus create teachable moments otherwise absent in classrooms. The second part of this article is dedicated to different styles of usage of lawyer movies, mainly in a special course at law schools. Experiences from Prague Law School, Charles University and several universities in the United States of America are examined and used to discuss different approaches to teaching with lawyer movies. The article suggests several ways of organizing a special course using lawyer movies at a law school. Furthermore, the authors offer twelve movies, which according to their experience work well in seminars. [ABSTRACT FROM AUTHOR]

O artigo realiza reflexão sobre opapel da história e do historiador do direitoquanto ao processo de formação do juristade nosso tempo e sobre o próprio desígnioinstitucional das Faculdades de Direito naatualidade. O historiador, estando ao ladodo operador do direito positivo, oferece contribuiçãoa uma saudável desmistificação dadogmática jurídica. Com isso, relegitimam-sereciprocamente o historiador e o jurista.This paper aims at reflecting aboutthe history and law historian’s roles accordingto his background learning process nowadays,as well as the institutional purpose of LawColleges nowadays. The historian, whenside by side to the positive law operator,contributes to a healthful juridical dogmaticnon-mystification. Thus, historian and juristlegitimate themselves again, respectively.

The monograph is an introduction to the history of the teaching of law in Trnava during the existence of the university (1667-1777, and subsequently since 1998) and during the functioning of the Royal Law School (1777-1784). Among the issues analyzed were the circumstances of the establishment of the Faculty of Law at the University of Trnava in 1667, curricula with particular emphasis on the study of Hungarian law, and the significance of the juridical works of the university's professors. The work emphasized how Corpus Iuris Hungarici, a two-volume collection of Hungarian law (vol. 1 contains Tripartitum by Štefan Werbőczy), was developed and published in Trnava (1696), where advanced studies in the area of criminal law were also conducted. [ABSTRACT FROM AUTHOR]

Se presenta un proyecto pedagógico sobre el aprendizaje del Derecho Penal Especial en la Pontificia Universidad Católica Madre y Maestra. El punto de partida es la necesidad de dar respuesta a las múltiples inquietudes sobre las estrategias para lograr una aproximación entre la Teoría del Derecho Penal y su práctica en los tribunales. Tanto en la construcción de la pregunta como en la explicitación del contexto del estudio y en la recopilación de la información, se recurrió a la técnica de la encuesta y la entrevista a estudiantes, profesores, autoridades académicas, y actores del sistema de justicia penal, así como a la elaboración de instrumentos especiales para recopilar la evidencia e implementar las estrategias propuestas. Las conclusiones son una reflexión final sobre el estudio y sobre las lecciones aprendidas como docente investigador, cuya proximidad con el objeto analizado constituyó el más fuerte escollo en el proceso. Abstract This article presents a study on the learning of Special Criminal Law at the Pontificia Universidad Madre y Maestra. The initial motivation to conduct this project was the need to find a solution to the numerous concerns about the strategies to overcome the gap between the Theory of Criminal Law and its practice at Court. Surveys and interviews among students, professors, academic authorities and actors of the criminal justice system were the methods employed to collect the data. The conclusion is a reflection on the study and on the lessons learned as a research professor, whose proximity to the object of analysis constituted the main limitation throughout the process.

Socratic method is associated with law school teaching by which students are asked questions in class that require them to analyze cases and derive legal principles. Despite the method’s potential benefits, students usually do not view it as supportive and enriching but rather as a kind of survival ritual. As a pedagogical approach for use in any field, teacher-led dialog can encourage learning that deepens and broadens knowledge and develops analytical and decision-making abilities. The observations in this article stem from the author’s experience with students who had never before been taught with a Socratic method and initially resisted it, but who responded eagerly when its benefits were made clear to them. The courses in which the method was employed include an undergraduate political science course, a graduate introduction to law course, and courses in Polish law schools. These observations illuminate the nature of an effective Socratic method that addresses criticisms of variations often encountered. This article also discusses how effective engaged dialog comports with research about learning to think analytically. [ABSTRACT FROM PUBLISHER]

The teaching of law in the Duchy of Warsaw (1807-1815) and the Kingdom of Poland (1815-1832) was due to the implementation of requirements concerning new judicial and administrative posts. Law education was now obligatory, in contrast to the Republic of Nobles (XVI-XVIII cent.). That is why the new law schools were established: the School of Law and Administration in the Duchy of Warsaw, and the Law and Administration Faculty of the Warsaw University in the Kingdom of Poland. The new social stratification and the establishment of a social class of the intelligentsia were in progress, and judicial posts were now open to persons of non-noble origin. The School of Law and Administration created its own modern program for the teaching of law. In addition to the theory of law, the new program also implemented the elements of general knowledge, as well as law education, known from the Republic of Nobles: the basis of all active citizenship. These components were creating a new understanding of the terms "state" and "nation". [ABSTRACT FROM AUTHOR]