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This essay contains some personal reflections arising from a career as a law teacher. This experience has suggested conclusions as to the nature and purpose of the study of law in a university. The conclusions concern the academic's ongoing commitment to achieve a greater and better-ordered knowledge of the discipline that he teaches and the goals that he aims at in teaching.
This article addresses the relationship between teaching and research. This relationship is and has been for some time a tense one. Though teaching becomes more important, research remains the yardstick for professional development. The introduction of the undergraduate-graduate structure, budget cuts and increasing teaching loads are perceived as a threat. This article, though, contends that the current state of affairs allows for the strengthening of the relationship between teaching an research. It argues for the necessity of integrating teaching and research, from a contextual perspective using a multidisciplinary approach. After a brief sketch the Dutch higher education system, and a discussion of the implications for legal education of recent changes in it, the article explains the prevailing legal education philosophy in the Netherlands, with its focus on practice and considers why this approach insufficient and, instead, pleading for a reflexive view on legal education. The integration of teaching and research substantiates this plea, and we will explain what we mean with the integration of teaching and research and how this may be achieved. Part of this is the attention that must be given to a contextual perspective, and therefore a multidisciplinary approach.
appropriate curricullum for teaching 21st century lawyers,unizik law journal,vol7 no1, 2010
Efforts to improve education begin with the process of integrating students into the curriculum. Many educators and advisory groups emphasize high standards as an important factor in improving the quality of education for all students. As a result, schools and stakeholders in education are exploring ways to develop a high-quality curriculum that is based on standards and which can improve achievement by clearly defining what is to be taught and what kind of performance is expected. A good starting point for this achievement is the modeling of a carefully designed curriculum frame work that reflects the standards and goals for which the operators are willing to be held accountable 1 . When curriculum development becomes the educational community's (stake-holders, comprising of the teachers, parents and the immediate authority in charge of the particular education, e.g. the NUC) interest, it becomes obligatory that teachers understand the teaching and learning research, the content and the knowledge needed to meet the prescribed content standard, and the student performance levels which will confirm that students have learned what they are supposed to have learnt 2 .
Legal Education In Contemporary Times: Problems And Prospects
Legal education in the preceding decades has evolved significantly, so much so that, in view of the changing social and economic milieu, it has become a topic of discussion and debate. Technological and scientific developments have further necessitated rethinking as to the changes that may brought about in the way legal education is being imparted in the present times in law university departments, NLUs and private universities and colleges. There is a pressing need to rethink and, therefore, reorient the role of universities and colleges in teaching law. In today's complex and diverse society, doing justice requires constitutionally sensitive legal professionals at different levels. Legal education stands today at the portals of an uncertain future replete with hitherto unknown challenges and legal predicaments. Every aspect of law, more or less, will have to undergo a process of transformation, in books and in action, so that legal education continues to be responsive and responsible in serving the needs of life and law.