Human misdeeds and the absence of legislative acknowledgement of environmental integrity cause environmental devastation. Historically, anthropocentric views of law have resulted in laws that serve as instruments to tame and manage nature, with nature existing solely as a means to an end: human welfare (in terms of human rights). As a legal instrument, it might be considered a natural legitimacy that destroys the environment, particularly via anthropocentric power relations. Environmental law is still biased in favor of human wellbeing rather than ecological integrity. As a result of this study, it is necessary to design an extra learning model for Clinical Legal Education (CLE) based on the Ecological Philosophy paradigm that supports the Deep Ecology perspective with the Pedagogy of Place-Based Education (PBE) Model. This study uses a qualitative descriptive-analytical approach to highlight the situation and legal requirements. The outcomes of this study indicate that the prevalence of the anthropocentric paradigm in law results in clinical legal education that is similarly anthropocentrically constrained. Connectivity while activity exists solely between humans. Therefore, CLE requires one more model to be liberated. The PBE paradigm successfully connects humans with their ecological surroundings. This relationship must adhere to the ecological paradigm. Therefore, the ecological philosophy foundation supplied can enhance students' environmental consciousness. So that in clinical legal education activities, students are ecologically aware and may encourage access to environmental justice.
Dunia telah berubah menjadi realitas yang direkayasa melalui nalar digital yang dikenal dengan istilah artificial intelligence. Ketika kecerdasan berkembang dengan cepat menuju tingkat kesadaran seperti manusia, maka potensi gim dan situs, web dan jaringan lain dan fasilitas digital akan meningkat secara drastik. Metode yang digunakan berupa model penelitian mixed method yang partisipatoris dengan empat pendekatan yaitu, pendekatan filosofis, konseptual, sosio-legal, dan metode kritik teks dengan teknik pengumpulan data berupa telaah literature. Di era kecerdasan artifisial, pendidikan hukum harus lahir dengan wajah baru, wajah yang tetap berkomitmen untuk merespon perkembangan digital, namun tetap tidak melupakan nilai kearifan. Pendidikan hukum akan tetap mengarah kepada pengembangan kemampuan praktikal (keahlian), namun dilandasi nilai kearifan, pendidikan harus membangun kurikulum berbasis berkebudayaan, sebagaimana pendidikan hukum sesungguhnya adalah pendidikan perilaku. Pendidikan hukum harus tetap beradaptasi dengan nilai global dan memperhatikan aspek lokal, atau dengan kata lain mempertahankan yang rasional dan dengan membangun logika rasa, tetap memeiliki kepampuan praktikal yang baik, sekalipun kepedulian kepada masyarakat tertindas. Inilah arah baru pendidikan hukum di masa depan. Kata kunci ; Digitalisasi, Artificial Intelligence, Pendidikan Hukum.
The use of virtual reality in education and the professional field in the past two years. The so-called 360-degree virtual technology enables us to simulate space and conditions that are either rare or unexplorable in the real physical world. This research aims to know the limitations in current-day virtual learning is the main challenge for legal education. Students hope to develop their hard and soft skills, such as communication and how they react in real-life situations, and to know virtual reality can answer this challenge. The method of the study is descriptive-analytical. First, the researcher describes the current 'version' of virtual legal education, its challenge and adaptation so far, and the current use of virtual reality technology in simulations. Later, the researcher tries to analyze the problem by synthesizing the limits of virtual legal education and the possibility of the utilization of VR technology in it. The result shows that Developing new technology may present challenges. However, as an effort to provide social environment character in legal education, 360 virtual reality has many potentials. The pilot study was limited, but it helped us to understand how the simulation needed to be improved for future studies. However, our initial application still provides one-way information, in which the subject cannot interact with people in the environment and interaction between subjects in the same setting is still in process.
It is important to build the characters of social justice inherently among the students to sensitize them about the injustice suffered by the communities as one of the processes of legal education in preparation to produce good and strong law graduates. Therefore, the problem of this research is on what values of social justice characters that should be taught in law schools in order to shape their graduates' characters and what process or method considered effective to construct the character of social justice to be internalized in the graduates of law. The methods used in this research was conceptual approach. The research was supported with empirical approach. The specification of the research is descriptive analytical. Empirical data were obtained to understand how the clinical legal education methodology can generate social justice traits instilled with local wisdom values. Interviewing law students taking part in clinical legal education was the method used to obtain data. Some characters highlight the outcome of the social justice education through the exposure of handling and empowering the communities such as empathy, pro-social behavior, and altruism. Local wisdom also plays a vital role in the construction of the character because students or law graduates who incorporate values of virtue passed on generations can be more adaptable with the situation of the community when trying to resolve conflict or social injustice.
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