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Transforming Legal Education
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.
Research Handbook on Law and Emotion
This illuminating Research Handbook analyses the role that emotions play and ought to play in legal reasoning and practice, rejecting the simplistic distinction between reason and emotion.
Modernizing Legal Education
Discusses the skills required by future lawyers, and explores innovative and technology-driven approaches to modernising legal education.
Law, Video Games, Virtual Realities
This edited volume explores the intersection between the coded realm of the video game and the equally codified space of law through an insightful collection of critical readings. Law is the ultimate multiplayer role-playing game. Involving a process of world-creation, law presents and codifies the parameters of licit and permitted behaviour, requiring individuals to engage their roles as a legal subject – the player-avatar of law – in order to be recognised, perform legal actions, activate rights or fulfil legal duties. Although traditional forms of law (copyright, property, privacy, freedom of expression) externally regulate the permissible content, form, dissemination, rights and behaviours of game designers, publishers, and players, this collection examines how players simulate, relate, and engage with environments and experiences shaped by legality in the realm of video game space. Featuring critical readings of video games as a means of understanding law and justice, this book contributes to the developing field of cultural legal studies, but will also be of interest to other legal theorists, socio-legal scholars, and games theorists.
Legal Education
Demonstrating how simulation can be constructed and developed for learning, teaching and assessment, the text argues that simulation is a pedagogically valuable and practical tool in teaching the modern law curriculum, and discusses the claim that this form of experiential and problem-based learning enables students to integrate the ‘classroom’ experience with the real world experiences they will encounter in their professional lives. The study is based on contributions from law teachers within the UK, Australia, Hong Kong, South Africa and the USA, as well as the authors own experiences in teaching law.
Design in Legal Education
This visually rich, experience-led collection explores what design can do for legal education. In recent decades design has increasingly come to be understood as a resource to improve other fields of public, private and civil society practice; and legal design—that is, the application of design-based methods to legal practice—is increasingly embedded in lawyering across the world. It brings together experts from multiple disciplines, professions and jurisdictions to reflect upon how designerly mindsets, processes and strategies can enhance teaching and learning across higher education, public legal information and legal practice; and will be of interest and use to those teaching and learning in any and all of those fields.
Alberta Law Review
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Learning to Argue in Higher Education
Learning to Argue in Higher Education was written to allow for a cross-fertilization of ideas about argument between different disciplines and traditions, and to encourage conversation about their approaches to its teaching and learning.
The Ettinger Affair
In one of the smaller and more provincial Canadian universities a storm is brewing. A young teacher, Paul Ettinger, has written a novel, 'The Proud and the Passionate', which is little more than a description of its hero's progress from one bedside seduction to another. It is popular with the public, but not with the Board of Governors, whose chairman, Ben Hickman, affects a strict religious morality. The Board decide to dismiss Ettinger on moral grounds--and at once the radical elements of the University Faculty prepare to challenge the right of the Governors to act as self-appointed censors of literature.
