Legal Education And Public Policy

In spite of a cascade of criticism launched against the social sciences, they have brought a qualitative improvement in method and theory to the study of human beings and human relations. In the process of developing now commonplace foundations of social research few individuals have exercised a greater role in justifying and enriching social scientific thought and practice than Harold D. Lasswell. Originally published in 1945 as The Analysis of Political Behaviour, this extraordinary volume has been re-titled Legal Education and Public Policy. The selections acknowledge Lasswell's growing anxieties about a world of revolution, violence, and terror, and the frailties of law in addressing such matters. That he did so without recourse to vague and fatuous appeals to world law and world order is an indication of how close to empirical realities he remained. Lasswell's essays fuse the legal and moral in the conduct of public policy. This did not deter him from arguing the case for and ultimate benefits of democratic values as a ground for legal thought. Lasswell singles out the interviewing technique of the psychiatrist, what he calls -the insight interview- in many of these essays. The Freudian world opened up the possibilities of analysis to political scientists who, prior to Lasswell, viewed neuroses in the leaders they studied but without normative points to measure their own biases. Lasswell's essays serve as a landmark in accelerating rapid advance in social science research. It allowed for the evolution of political behavior that has catapulted the field to a major dimension of political science studies in leadership and mass persuasion.

This book makes the case for a more legally literate society and then addresses why and how a law school might contribute to achieving that. Moreover examining what public legal education (PLE) is and the forms it can take, the book looks specifically at the ways in which a law school can get involved, including whether that is as part of an academic, credit-bearing, course or as extra-curricular activity. Divided into five main chapters, the book first examines the nature of PLE and why its provision is so central to the functioning of modern society. Models of PLE are then set out ranging from face-to-face tuition to the use of hard-copy material, including the growing importance of e-based technology. One model of PLE that has proven to be very attractive to law schools – Street Law – is described and analysed in detail. The book then turns to look at the considerations for a law school wishing to incorporate PLE into its offerings be that as part of the formal curriculum or not. The subject of evaluation is then raised – how might we find out if what we do by way of PLE is effective and how it might be improved upon? The final chapter reaches conclusions, some penned by the book’s author and others drawn from key figures in the PLE movement. This book provides a thorough examination of PLE in a law school context and contains a set of templates that can be implemented and/or adapted for use as the situation and jurisdiction dictate. An accessible and compelling read, this book will be of interest to law students, legal academics, practising lawyers, community activists and all those interested in PLE.

Using extensive and novel new research, this book explores one of the long-standing challenges in legal education - the prospects for bringing legal theory into the training of future lawyers.

In spite of a cascade of criticism launched against the social sciences, they have brought a qualitative improvement in method and theory to the study of human beings and human relations. In the process of developing now commonplace foundations of social research few individuals have exercised a greater role in justifying and enriching social scientific thought and practice than Harold D. Lasswell. Originally published in 1945 as The Analysis of Political Behaviour, this extraordinary volume has been re-titled Legal Education and Public Policy. The selections acknowledge Lasswell's growing anxieties about a world of revolution, violence, and terror, and the frailties of law in addressing such matters. That he did so without recourse to vague and fatuous appeals to world law and world order is an indication of how close to empirical realities he remained. Lasswell's essays fuse the legal and moral in the conduct of public policy. This did not deter him from arguing the case for and ultimate benefits of democratic values as a ground for legal thought. Lasswell singles out the interviewing technique of the psychiatrist, what he calls -the insight interview- in many of these essays. The Freudian world opened up the possibilities of analysis to political scientists who, prior to Lasswell, viewed neuroses in the leaders they studied but without normative points to measure their own biases. Lasswell's essays serve as a landmark in accelerating rapid advance in social science research. It allowed for the evolution of political behavior that has catapulted the field to a major dimension of political science studies in leadership and mass persuasion.

In the early twenty-first century international education emerged as an almost ubiquitous concept within discussions of educational curriculum; the objectives of schools, universities, and colleges; and government policies for K–12 and higher education. Although far from a new phenomenon, many jurisdictions now view international education as a highly competitive global industry. This book provides a comprehensive analysis of international education policy in Canada, tracing the complex history of when, how, and why it emerged as a policy area of strategic importance. Illuminating a uniquely Canadian perspective, influenced by regional interests and federal-provincial tensions, International Education as Public Policy in Canada addresses challenging questions: Why was Canada a latecomer in addressing this policy issue? What is the relationship between international education and Canadian immigration policy? How did international education develop as a major Canadian industry? The resulting essays from leading scholars contribute not only to the growing Canadian literature on international education policy but also to a critical, global conversation. Contemplating where the Canadian story of international education is headed, International Education as Public Policy in Canada calls for a broader debate on ethical practices in internationalization, focusing on inclusion, equity, compassion, and reciprocity.

In the last few decades university teaching has been recognised as an activity which can be studied and improved through educational scholarship. In some disciplines this is now well established. It remains emergent in legal education. The field is rich with questions to be answered, issues to be raised. This book provides the first overall review of legal education scholarship. The chapters outline the history of legal education research and provide a detailed analysis of the trends in areas of publication. Beyond this, the book suggests a typology for further conceptualising the field and a series of suggested paths for future research. The book originated from the 2017 UNSW conference "Research in Legal Education: State of the Art?" It features internationally respected authors who bring their perspectives on how legal education – as a field of research – should be conceptualised. The collection is arranged into three themes. First, a historical view is taken of the emergence of legal education scholarship and its roots that predate modern educational theory. Secondly, the book provides overviews of the extant field of publications, highlighting areas of interest and neglect, and delineating the trends in current publication. Thirdly, the book provides a set of suggested typologies for describing legal education research and a series of essays for future directions which both critique current approaches and provide inspiration for future directions. The State of Legal Education Research represents an authoritative introduction to the field, a set of conceptual tools with which to describe it, and inspiration for researchers to expand and grow research into legal education.