Ethics in Legal Education and Training: Four Reports, Three Jurisdictions and a Prospectus

Boon, Andrew

doi:10.1080/1460728x.2002.11424159

Cited by 13 publications

(9 citation statements)

References 20 publications

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“…The 'liberal' focus of law degrees 141 leads to limited opportunities to educate for the realities of professional life, 142 despite the fact that non-legal careers are ruled out by only a small number of prospective lawyers. 143 They may be increasingly aware of demands for longer hours and weekend work 144 but not that legal work is often routine and mundane.…”

Section: Resultsmentioning

confidence: 99%

From public service to service industry: the impact of socialisation and work on the motivation and values of lawyers

Boon

2005

International Journal of the Legal Profession

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Section: Resultsmentioning

confidence: 99%

From public service to service industry: the impact of socialisation and work on the motivation and values of lawyers

Boon

2005

International Journal of the Legal Profession

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“…Tijdens de opleiding dient de nadruk in het curriculum zich te verplaatsen van descriptie naar reflectie en een kritische houding (zie ook Boon, 2002: 34 e.v.) Bij een stapsgewijze opbouw in het curriculum moet het niveau in leerdoelen voor ethiek toenemen in complexiteit (Robertson, 2005: 237-239;Robertson, 2009: 63).…”

Section: Integratie In Het Curriculumunclassified

Professionele ethiek in het academisch juridisch onderwijs - Enige inhoudelijke en didactische aanknopingspunten

Dongen¹,

Tigchelaar²

2021

Law and Method

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In deze bijdrage bespreken de auteurs inhoudelijke en didactische aanknopingspunten voor de integratie van professionele ethiek in de academische juridische opleiding. Dat gaat wat de auteurs betreft verder dan (enkel) het leren van gedragsregels, maar betreft ook de (kritisch-)ethische reflectie (op de professionele rol) van de jurist en ethische oordeelsvorming. Aanknopingspunten uit rechtstheoretische en onderwijskundige literatuur vragen om een curriculum brede, stapsgewijze, inbedding met passende toetsing. Dit onderwijs dient idealiter een combinatie te zijn van afzonderlijke meta-juridische vakken over recht en ethiek, positiefrechtelijke vakken die ethische elementen bevatten, klinische training en specifieke vakken over beroeps-of professionele ethiek. In dit artikel bespreken de auteurs diverse methoden die kunnen worden gebruikt om het onderwijs vorm te geven en illustreren dit met enkele voorbeelden uit het Utrechts universitair juridisch onderwijs. Actieve participatie, reflectie en -idealiter -eigen ervaringen zijn daarbij van groot belang. Een aantal modellen uit niet-juridische disciplines kan behulpzaam zijn bij het bieden van structuur voor ethische reflectie, voor zover het morele sensitiviteit en morele oordeelsvorming stimuleert. Verscheidene toetsingselementen op het terrein van de ethiek zijn door het curriculum heen nodig. Leeractiviteiten en toetsing kunnen worden opgebouwd in het curriculum van kennis en begrip, naar competenties ten aanzien van ethische dilemma's en moreel oordelen.

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“…38 The ethics movement (such as it is) while potentially seeking to reinforce the traditional ideological and normative components of legal professionalism, has also sought to eschew a narrow vocational agenda, emphasising the need to inculcate wider 'humane values' 39 and to promote resistance to unethical practice cultures and sheer ethical indifference. 40 Similarly, socio-legal and interdisciplinary approaches, while traditionally seeking to counter the continuing dominance of legal formalism and doctrinalism, are also capable of co-option-à la mode 2-either to utilitarian definitions of 'context' in terms purely of the business or economic context of law, 41 or to the assimilation of a narrow, increasingly user-defined, policy orientation, 42 both of which may limit or even undermine the potential of the law schools as 'incubators of social criticism'. 43 The interesting question for us is, which of these existing tendencies may be exacerbated by the TFR?…”

Section: Commodificationmentioning

confidence: 99%

Postmodern Professions? The Fragmentation of Legal Education and the Legal Profession

Boon¹,

Flood²,

Webb³

2005

Journal of Law and Society

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PrologueOver the last 30 years professions have been subject to searching critiques; nothing about them is taken for granted anymore. The legal profession, as one of the trinity of original professions, has been mired in controversy as critics have deconstructed its values and objectives. Although for some the criticism has sounded like a jeremiad and they have attempted to resurrect professions as benign markers of sociality, the agnostics are in the ascendant.1 Underpinning the social cohesion of professions with society is the educational process through which new professionals are initiated. The critique of professions has enveloped all aspects of professionalisation including education and training, which poses massive challenges to the approach to knowledge creation taken by professions. 2 In this article we consider the institutional dimensions of professionalism and the ways that the legal profession, as a modern institution, grapples with the challenges of postmodernity.Postmodern theorists observed that radical changes in socio-economic organization presented by post-industrial capitalism in the second half of the 20 th century threatened our prevailing conceptions of knowledge. As societies became bureaucratised and imbued with notions of controlled consumption, they fractured the dominant cultural and aesthetic values and revolutionised the way learning was acquired, classified, made available and exploited. 3 For Lyotard, for example, the correlation between the acquisition of knowledge and the training of minds was obsolete. 4 Furthermore, as Lyotard and Foucault hypothesised, the linkages between power and knowledge were fundamental to understanding the processes of modernization. This is perceived in Foucault's focus on the role of types of knowledge in supporting the rise of impersonal networks of disciplinary power, 5 and in Lyotard's view that knowledge is a key component in the competition for power. The article examines three aspects of the concerns thrown up by the TFR. In the first part we analyse the structure and drivers of the TFR, where they have come from and how they will be articulated. Secondly, we consider the TFR in the light of the context of the political economy of higher education and its role in the new capitalism. Finally, we examine the potential effects of the TFR for the legal profession from the perspective of deprofessionalisation and also for the Law Society itself, whether it can retain a key role in the life course of the legal profession. The Context of the Training Framework ReviewSeen in a historical perspective, the TFR proposals are evolutionary rather than Features Of The Proposed FrameworkThe TFRG's proposed outcomes are organised in four groups. Group A outcomes comprise the intellectual, analytical and problem solving skills delivered in honours degrees, together with a core of legal knowledge that reworks the current seven Although it considered that some of the Group D outcomes could only be delivered during the period of work-based learning, most were ...

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Ethics in Legal Education and Training: Four Reports, Three Jurisdictions and a Prospectus

Cited by 13 publications

References 20 publications

From public service to service industry: the impact of socialisation and work on the motivation and values of lawyers

From public service to service industry: the impact of socialisation and work on the motivation and values of lawyers

Professionele ethiek in het academisch juridisch onderwijs - Enige inhoudelijke en didactische aanknopingspunten

Postmodern Professions? The Fragmentation of Legal Education and the Legal Profession

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