ПЕРЕОСМИСЛЕННЯ ПРАВНИЧИХ ШКІЛ У ЧАСИ СИСТЕМНИХ ЗМІН. ЯК АДАПТУВАТИ ПРАВНИЧУ ШКОЛУ ДО ДВАДЦЯТЬ ПЕРШОГО СТОРІЧЧЯ? ПОЛЬСЬКА ПЕРСПЕКТИВА

Olga М. Piaskowska, Piotr F. Piesiewicz

Анотація


Щоб підготувати студентів-правників до ефективної діяльності в майбутньому, європейські правничі школи повинні переосмислити себе. У цій статті представлене бачення реформи, яку ми розробили для нашого університету у 2016-2017 роках. Вона ґрунтується на досвіді наших студентів, викладачів та практиків. Ми вважаємо, що, оновлюючи свої навчальні плани, правничі школи повинні фокусувати увагу на міждисциплінарності та співпраці. Юридичні школи повинні створити платформу для співпраці з бізнес спільнотою, яка дасть змогу разом працювати над змістом конкретних курсів та занять (особливо, під час старших років навчання) – щоб студенти ще під час навчання мали змогу ознайомитися із поточними проблемами. Правничі школи також повинні враховувати шлях, який студент може обрати після закінчення навчання. Справа в тому, що польські правничі школи застосовують однаковий підхід до кожного студента, вважаючи, що після навчання він або вона стануть правником, який обере класичний шлях, наприклад – стане суддею чи адвокатом. Однак, реальність зовсім інша. Ми бачимо право як живий інструмент і тому винайшли нові методи навчання. Ми віримо, що лише всі ці зміни, поєднані в сукупності з розвитком інтегрованої системи навчання та методів, дозволять створити правничу школу майбутнього.

Ключові слова: реформа, юридична освіта, навички юридичної роботи, юридичний факультет, Польща, навчальні програми.

 


Повний текст:

PDF (English)

Посилання


See Owen Bowcott, Law Graduates Hit by Stiff Competition, Legal Aid Cuts and Falling Crime (June 29, 2014) available at www.theguardian.com/law/2014/jun/29/law-graduates-legal-aid-university-lawyers; Amanda Carmignani& Silvia Giacomelli, Too Many Lawyers?: Litigation in Italian Civil Courts, Temi di discussione (Economic working papers) 745, Bank of Italy, Economic Research and International Relations Area (2010); Laura Carballo Piñeiro, Legal Education in Spain: Challenges and Risks in Devising Access to the Legal Professions, 19. Int. J. Leg. Prof., 339 (2012); Arthur Dyevre, Fixing Europe’s Law Schools, 25(1) European Review of Private Law, 151 (2017)http://dx.doi.org/10.2139/ssrn.2833908;

See Susan Sturm &LaniGuinier, The Law School Matrix: Reforming Legal Education in a Culture of Competition and Conformity, 60 VAND. L. REV., 515 (2007); Harry T. Edwards, The Growing Disjunction Between Legal Education and the Legal Profession, 91 MICH. L. REV. 34 (1992); Carrie Menkel-Meadow, Taking Law and Really Seriously: Before, During and After «The Law», 60 VAND. L. REV. (2007); Todd Rakoff & Martha Minow, A Case for Another Case Method, 60 VAND. L. REV. (2007); Edward Rubin, What’s Wrong with Langdell’s Method, and What to Do About It, 60 VAND. L. REV. (2007); William M. Sullivan et al., Educating Lawyers: Preparation for the Profession of Law, San Francisco, Jossey-Bass (2007);

See Sturm &Guinier, supra note 2; Rakoff &Minowsupra note 2; Rubin supra note 2;

See Danielle Douglas-Gabriel, Why Law Schools Are Losing Relevance – and How They’re Trying to Win It Back, Wash. Post (2015, April 20) available at https://www.washingtonpost.com/business/economy/why-law-schools-are-losing-relevance--and-how-theyre-trying-to-win-it-back/2015/04/20/ca0ae7fe-cf07-11e4-a2a7-9517a3a70506_story.html?utm_term=.de9e21009d59; Daniel Luzer, Nobody Wants to Go to Law School Anymore, Wash. Mon. (March 14, 2013) available at№https://washingtonmonthly.com/ 2013/03/ 14/why-law-school-doesnt-work-anymore/; Edward Rubin, The Future and Legal Education: Are Law Schools Failing And, If So, How?, 39 Law Soc. Inq., 499 (2014); James Huffman, Law Schools: Reform or Go Bust (Feb. 20, 2015) available at www.newsweek.com/law-schools-reform-or-go-bust-308339; Mark A. Coehen, Law Schools Must Restructure. It Won’t Be Easy (May 15, 2017), available athttps://www.forbes.com/sites/markcohen1/2017/05/15/law-schools-must-restructure-it-wont-be-easy/#7bd65a163d3f ; James E. Daily, Embracing New (and Old) Ideas, 53 Wash. Univ. J Law & Policy, 157 (2017);

SeeJanuszKudła& Monika Stachowiak-Kudła, The higher education competition in Poland and the quality of teaching and research: the case of economic and law studies, 13/4 «EkonomiaiPrawo. Economics and Law», Polszakiewicz B., Boehlke J. (ed.), 471 (2014);

Report of the Central Statistical Office in Poland of 2018, June 15, available at https://stat.gov.pl/files/gfx/portalinformacyjny/pl/defaultaktualnosci/ 5488/ 8/5/1/ szkolnictwo_wyzsze_w_roku_akademickim_2017-2018_dane_wstepne.pdf;

See Lincoln Caplan, An Existential Crisis for Law School, N.Y.T. (July 15, 2012) https://www.nytimes.com/ 2012/07/15/opinion/sunday/an-existential-crisis-for-law-schools.html; Frank H. Wu, Reforming law schools: a manifesto, 46 UTLR (Winter 2015) available at https://www.utoledo.edu/ law/studentlife/lawreview/pdf/v46n2/Wu_Final.pdf;

See R. Michael Cassidy, Reforming the Law School Curriculum from the Top Down, 64 J. Legal Educ., 428 (2015);

See Cassidy, supra note 7 at 430-433;

See Cassidy, supra note 7 at 430-433; 11. See Sturm &Guinier, supra note 2, at 515;

See Jeff Schmitt, How Law Students Would Reform Law Schools (July 20, 2016), available at https://tippingthescales.com/2016/07/law-students-reform-law-schools; 13. SeeDyevre, supra note 1;

See R.J. Wilson, Western Europe: Last Holdout in the Worldwide Acceptance of Clinical Legal Education, 10(7) German Law Journal, 823 (2009);

SeeDyevre, supra note 12, at 3;

Id. at 9-12; 17. See Sarah Schrup, The Clinical Divide: Overcoming Barriers to Collaboration Between Clinics and Legal Writing Programs, 6/7 Clinical L. Rev., 1 (2007);

See W.H. Arthurs, The future of law school: three visions and a prediction, 51(4) Alberta Law Review, 705-7 (2014);

ABA Standards and Rules of Procedures for Approval of Law Schools 2017-2018 (2017) [hereinafter ABA Standards], https://www.americanbar.org/content/dam/aba/ publications/misc/legal_education/Standards/2017-2018ABAStandardsforApprovalofLawSchools/ 2017_ 2018_aba_standards_rules_approval_law_schools_final.authcheckdam.pdf;

Letter from Michael A. Olivas, AALS President, to Hulett H. Askew, ABA Consultant on Legal Education (Mar. 28, 2011), http://taxprof.typepad.com/files/aals-submission-for-april-2-2011-src-open-forum.pdf; Steven C. Bahls, Adoption of Students Learning Outcomes: Lessons for Systemic Change in Legal Education, 67(2) J. Legal Educ., 404 (2018);

ABA Standards, supra note 18; 22. SeeBahlssupra note 19 at 377;

See A. Smoczyńska (ed.), The System of Education in Poland. Report prepared by the Polish EURYDICE Unit in consultation with experts from the Ministry of National Education and the Ministry of Science and Higher Education (2014), available at https://eurydice.org.pl/wp-content/uploads/2014/10/THE-SYSTEM_2014_www.pdf;

Id.; 25. Id.;

SeeJanuszKudła, Monika Stachowiak - Kudła& Adam Figurski, Quality of Teaching and Research in Public Higher Education in Poland: Relationship with Financial Indicators and Efficiency, 24(4) Journal of Management and Business Administration. Central Europe, 88 (2016);

The Economist Intelligence Unit. The Learning Curve Education and Skills for Life. Published by Pearson (2014), available at http://www.edmide.gr/anakoinoseis/The-Learning-Curve-Report-2014%20(1).PDF;

Research published by the Ministry of Justice in Poland. Analysis of the results of the entry examinations for advocacy, legal counsel, notary and bailiff training (September 24, 2016), available at https://www.ms.gov.pl/pl/informacje/news,9129,omowienie-wynikow-egzaminow-wstepnych-na.html;

Information on the results of audits of the Supreme Audit Office (Najwyższa Izba Kontroli), KNO.410.009.00.2017, approved by the President of Supreme Audit Office (May 17, 2018),; available at https://www.nik.gov.pl/plik/id,18017,vp,20609.pdf;

See Sturm &Guinier, supra note 2 at 517; 32. Id. at 517; 33. See Cassidy, supra note 7 at 428;

SeeAlberto Alemanno&Lamin Khadar, Reinventing Legal Education: How Clinical Education Is Reforming the Teaching and Practice of Law in Europe, Cambridge University Press 2018, 26 https://doi.org/10.1017/9781316678589;

SeeDyevre, supra note 12 at 18-22; Bahlssupra note 18 at 404;

See Stephen Wizner, Is Learning To «Think Like a Lawyer» Enough?, 17(25) Yale Law & Policy Review, 583, 584 (1998); Peter R. Teachout, Uneasy Burden: What It Really Means To Learn To Think Like a Lawyer, 47 MERCER L. REV. 543, 550 (1996);

See R. Havelock, Law studies and active learning: friends not foes?, 47(3) The Law Teacher, 382 (2013); W. David Slawson, Changing how we teach: a critique of the case method, 74 SOUTHERN CALIFORNIA L. REV., 343 (2000); Steven I. Friedland, How We Teach: A Survey of Teaching Techniques in American Law Schools, 20 Seattle University Law Review, 1 (1996); Harry W. Jones, Notes on the teaching of legal method, 1 J. Legal Educ., 13 (1948); Jerome Hall, Teaching Law by Case Method and Lecture, 3 Journal of the Society of Public Teachers of Law 99 (1955); Bruce A. Kimball, The Proliferation of Case Method Teaching in American Law Schools: Mr. Langdell’s Emblematic «Abomination» 1890–1915, 46(2) History of Education Quarterly, 191 (2006); Miriam T. Rooney, Jurisprudence – A Teaching Problem, 4(2) The Catholic Lawyer, Article 12 (1958).




DOI: https://doi.org/10.34142/23121661.2019.30.16

Посилання

  • Поки немає зовнішніх посилань.