Rethinking the Law School

Stolker, C.J.J.M.

doi:10.1017/cbo9781139696418

Cited by 14 publications

(2 citation statements)

References 8 publications

(74 reference statements)

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“…And, importantly enough, I am not asserting that this potential novel knowledge will necessarily be interdisciplinary. But I do claim that there is an increased chance that the shift from 'the readerly' to 'the writerly' will pave the way for more easily reaching law's extralegal ramifications, all the more so that this domain seems to be too connected to everything else there is 'there', 'in' the world (Stolker, 2014), that is to the economy as well as to our psyche, to culture as well as to language, to religion as well as to history, to philosophy as well as to politics, to withstand interdisciplinary reflection if its language is demystified and allowed to receive this 'other' content.…”

Section: A Clash Of Disciplinary Stylesmentioning

confidence: 89%

Change of style, change of mind: lawyers’ writing manners

Mercescu

2019

International Journal of Law in Context

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This paper explores the relationship between style and epistemology as regards the discipline of law – especially in the Romanistic tradition – and, more specifically, its resistance to interdisciplinarity. Drawing on literary theory and discourse analysis literature, the first part of this paper examines the notion of ‘style’ in relation to academic disciplines. It argues that the variety of writing styles reflects the various epistemologies underlying the different disciplinary discourses and makes interdisciplinarity difficult to implement in general. The second part of this study borrows Roland Barthes's distinction between ‘readerly’ and ‘writerly’ texts in order to show that lawyers’ writing manners hinder the ability of law to connect with other disciplines. Against the background of the two sections, this contribution will finally include a discussion on what could be done to enhance law(yers)’s capability for interdisciplinary thinking, concluding that style might be not so insignificant a place to start with.

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Section: A Clash Of Disciplinary Stylesmentioning

confidence: 89%

Change of style, change of mind: lawyers’ writing manners

Mercescu

2019

International Journal of Law in Context

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“…If staff provide better feedback processes it is of no avail if students fail to utilise it. Here lies the pedagogic challenge, especially in areas such as law where there is a well-known reluctance to engage with external education evidence (Stolker, 2014).…”

Section: Discussionmentioning

confidence: 99%

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy

Nixon

Brooman

Murphy

et al. 2016

Assessment & Evaluation in Higher Education

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. Telephone: 0151 2312805.Clarity, consistency and communication: using enhanced dialogue to create a coursebased feedback strategy.This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer co-operation with students. Second year students (n=48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase one sought their perceptions of feedback. Phase two saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross-section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language and a close association with tutors. The emergence of strategies specific to each course is discussed along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving, assessment feedback practices. Outcomes recommended here include changes to practice such as the benefits of a team approach to feedback development, the content and style of feedback; developing the usefulness of feedback for future work and; the need for teams to periodically revisit staff development in this area.

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In the Law We Trust. Some Thoughts on the ‘Legislative Gap’ in Legal Studies

Voermans

2019

Conceptions and Misconceptions of Legislation

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Legislation and the enactment of legislation is of primary importance for the development of the law in modern jurisdictions. The law depends on it-the bulk of the law is created by way of legislation. One would expect that this importance is reflected in legal research and education. But in fact it is not. This contribution looks into the neglect of legislative studies in traditional legal scholarship and the all but absence of it in academic teaching curricula of law. The scant attention for legislation and legislative studies illustrates quite well the character of academic legal curricula in most modern Western jurisdictions; they are more or less judgecentred. The contribution rallies for more scientific-based, open-minded and futureoriented forms of legal research and academic training.

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Rethinking the Law School

Cited by 14 publications

References 8 publications

Change of style, change of mind: lawyers’ writing manners

Change of style, change of mind: lawyers’ writing manners

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy

In the Law We Trust. Some Thoughts on the ‘Legislative Gap’ in Legal Studies

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