Documents Relating to the Program of Studies in the School of Law (Classic Reprint)


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Excerpt from Documents Relating to the Program of Studies in the School of Law My Dear Sir The Committee on Education of the Trustees have had before them for consideration the recommendations of the University Council in regard to the establishment of the degree of Doctor of Law, and various other reports and suggestions that have been prepared by the Dean of the Faculty of Law and by other officers of the University with reference to the revision of the program of studies in law. The Committee, having all these documents before them and having given to them careful and prolonged consideration, have drawn up a memorandum, of which I enclose a copy, to serve as the basis for further consideration of the subject by them. Before the Committee proceed further with the matter, they would like to have the written comments or criticisms of each of the professors of public and private law upon this memorandum. I take pleasure in submitting a copy of the memorandum to you for this purpose, and beg that you will let me have your written comment or criticism thereon not later than October 11th. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.







The Common Law and the Case Method in American University Law Schools


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Excerpt from The Common Law and the Case Method in American University Law Schools: A Report to the Carnegie Foundation for the Advancement of Teaching Amongst the enquiries which have been prosecuted is a Study of Medical Educa tion. Two bulletins have been issued, one dealing With medical education in the United States and Canada, the other with medical education in Europe. The second of these bulletins was issued in 1912. A report on Education in Vermont was published in 1914. Studies on the Engineering Curriculum and on the Training of Teachers are in progress. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.







Critical Voices in Teacher Education


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We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.