Why Teach ADR to Law Students? Part 2: An Empirical Survey
An application-focused, commercial-utility-driven approach to legal education can seriously undermine the law’s potential and produce students insensitive to the significance of questions they are called upon to ask in legal practice. A mature curriculum will not eschew a survey of the great debates...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Bond University
2007-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6198 |
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| _version_ | 1849686709432745984 |
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| author | Tom Fisher Judy Gutman Erika Martens |
| author_facet | Tom Fisher Judy Gutman Erika Martens |
| author_sort | Tom Fisher |
| collection | DOAJ |
| description | An application-focused, commercial-utility-driven approach to legal education can seriously undermine the law’s potential and produce students insensitive to the significance of questions they are called upon to ask in legal practice. A mature curriculum will not eschew a survey of the great debates of philosophy in the history of ideas nor insulate students from considering the influence of other subjects bearing an impact upon the law. The law’s necessarily inter-disciplinary nature requires its practitioners to possess at least an appreciation of extra-legal learning from areas such as philosophy, logic, history and economics. |
| format | Article |
| id | doaj-art-e70ac7023e454c46a0669b1d59e15a60 |
| institution | DOAJ |
| issn | 1033-2839 1839-3713 |
| language | English |
| publishDate | 2007-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj-art-e70ac7023e454c46a0669b1d59e15a602025-08-20T03:22:35ZengBond UniversityLegal Education Review1033-28391839-37132007-01-0117110.53300/001c.6198Why Teach ADR to Law Students? Part 2: An Empirical SurveyTom FisherJudy GutmanErika MartensAn application-focused, commercial-utility-driven approach to legal education can seriously undermine the law’s potential and produce students insensitive to the significance of questions they are called upon to ask in legal practice. A mature curriculum will not eschew a survey of the great debates of philosophy in the history of ideas nor insulate students from considering the influence of other subjects bearing an impact upon the law. The law’s necessarily inter-disciplinary nature requires its practitioners to possess at least an appreciation of extra-legal learning from areas such as philosophy, logic, history and economics.https://doi.org/10.53300/001c.6198 |
| spellingShingle | Tom Fisher Judy Gutman Erika Martens Why Teach ADR to Law Students? Part 2: An Empirical Survey Legal Education Review |
| title | Why Teach ADR to Law Students? Part 2: An Empirical Survey |
| title_full | Why Teach ADR to Law Students? Part 2: An Empirical Survey |
| title_fullStr | Why Teach ADR to Law Students? Part 2: An Empirical Survey |
| title_full_unstemmed | Why Teach ADR to Law Students? Part 2: An Empirical Survey |
| title_short | Why Teach ADR to Law Students? Part 2: An Empirical Survey |
| title_sort | why teach adr to law students part 2 an empirical survey |
| url | https://doi.org/10.53300/001c.6198 |
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