As one of the ’learned’ professions requiring advanced learning and high principles, law enjoys a special standing in society. In return for its status and rank, the legal profession is expected to exhibit the highest levels of honesty, trust and morality, the very values which underpin the legal system itself. This, in turn, entrusts to legal education a particular problem of addressing, not only the substantive elements of the body of law, but a means through which the characteristics of the ’calling’ of law are imparted and instilled. At a time when the very essence of the legal profession is under threat, this book calls for a realignment of the legal curriculum and pedagogies so as to emphasise the development of culture over industry; character over eloquence; and calling over skill. Chapters are grouped around the core content and key themes of Curiosity, Calling, Character and Conscientiousness, Contract, and Culture. The volume includes contributions from leading experts, drawn internationally and from other professional disciplines in order to present alternative approaches aimed at tackling common issues, providing insight, and provoking debate.
’At a time of great change within the legal profession and legal education this book provides a valuable resource for all those who wish to navigate those changes. The multidisciplinary and international approach provides a broad spectrum of material to draw upon. I recommend its use to help inform the design of courses.’ David Amos, City University London, UK ’By seeking to reinvigorate the notion of law as a calling, this thought-provoking collection of essays, authored by an international group of experts in legal and medical education, takes seriously the complexities of embedding ethics and professionalism in the law curriculum, and offers some important examples of transformative interventions using live clinic, simulation and technology-enhanced learning. Above all, however, it serves as a timely reminder that vocational� legal education is more than just a discrete phase of training�: it demands a larger commitment by educators to developing a state of mind and set of value commitments in students throughout the educational process.’ Julian Webb, University of Warwick, UK ’All the chapters are well put together and persuasive and each provides a comprehensive bibliography at the end… the book is a thought-provoking collection of essays and one which I would recommend to anyone with an interest in legal education, the legal professions and the future of legal services.’ The Law Teacher
Emerging Legal Educationis a forum for analysing the discourse of legal education and creating innovative ways of learning the law. The series focuses on research, theory and practice within legal education, drawing attention to historical, interdisciplinary and international characteristics, and is based upon imaginative and sophisticated educational thinking. The series takes a broad view of theory and practice. Series books are written for an international audience and are sensitive to the diversity of contexts in which law is taught, learned and practised.
Meera E. Deois Associate Professor of Law at Thomas Jefferson School of Law in San Diego, California. She has held visiting positions at Berkeley Law and UCLA School of Law. She holds a Ph.D. in Sociology from UCLA and a J.D. from the University of Michigan Law School. Her nationally recognized, mixed-method empirical research is focused on institutional diversity, affirmative action, and solutions to intersectional (race/gender) bias.
Paul Maharg is Distinguished Professor of Practice - Legal Education at Osgoode Hall Law School, York University, Toronto. Prior to that he was Professor of Law in the Australian National University College of Law, Canberra, and is now an Honorary Professor there. He is a Fellow of the RSA (2009), was awarded a National Teaching Fellowship (2011), and is a Principal Fellow of the Higher Education Academy (2015). He holds the positions of part-time Professor of Law at Nottingham Trent University Law School, and Visiting Professorships in the Faculties of Law at Hong Kong University and Chinese University of Hong Kong.
Elizabeth Mertzis John and Rylla Bosshard Professor at the University of Wisconsin Law School and Senior Research Faculty at the American Bar Foundation; in addition to her JD, she holds a PhD in Anthropology, and specializes in linguistic as well as legal anthropology. In recent years she has spent time as a Visiting Fellow in the Law and Public Affairs Program and a Visiting Professor in the Anthropology Department at Princeton University.