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Educating cultured lawyers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educating cultured lawyers.
作者:	Laster, Kathy.
面頁冊數:	319 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1532.
附註:	Sponsor: Peter L. Strauss.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Law.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3048172
ISBN:	0493624899

Educating cultured lawyers.
Laster, Kathy.

Educating cultured lawyers. [electronic resource] - 319 p.

Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1532.

Thesis (J.S.D.)--Columbia University, 2002.

Legal education now needs to equip novices with the intellectual and personal capacities to deal with “change”. This thesis demonstrates the heuristic power of the metaphor of “law as culture” to shape thought, stimulate debate and act as a catalyst for pedagogical reform.

ISBN: 0493624899Subjects--Topical Terms:

207600
Law.

Educating cultured lawyers.
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520 # $a Legal education now needs to equip novices with the intellectual and personal capacities to deal with “change”. This thesis demonstrates the heuristic power of the metaphor of “law as culture” to shape thought, stimulate debate and act as a catalyst for pedagogical reform.
520 # $a My contention is that a “law as culture” approach provides a new conceptual framework for rethinking the role and nature of legal education. It provides the kind of paradigm shift that should enable legal educators to reflexively engage with the challenge of social and professional change and diversity.
520 # $a The first paper, “The Trauma of Legal Education?” challenges the continuing usefulness of “social problems” thinking in grappling with enduring inequities in law school. It contends that interdisciplinary theories about cultural learning better accommodate the influence of structural factors while still respecting the importance of agency and individuality in shaping students' learning of the discipline.
520 # $a The second paper, “Legal Education as Culture Shock”, illustrates how this umbrella social psychological concept about how individuals adjust to new environments and circumstances can account for general patterns in adjustment to law school as well as individual variations in the nature and speed of acculturation to the discipline. Incorporating psychological factors such as motivation and personality as well as the formation of “identity” and its politics afford a more dynamic and contextualized way of analyzing the law school experience without stereotyping or essentializing students. The model also provides theoretically grounded research models to support reform of law school administration and pedagogy.
520 # $a The third paper draws upon a well-established body of applied linguistic literature to show how legal education can be understood as immersion into language acquisition theory and practice can throw new light on aspects of legal pedagogy such as Socratic method. A second language acquisition approach, I maintain, informs strategies to improve the quality of teaching and learning in law school.
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