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1、Legal Education2BackgroundAfter gaining a Bachelors degree JD，Juris Doctor (3年)法律博士 LLM，Master of Laws（1-2年）法学硕士 SJD，Doctor of Juridical Science（3-5年）法学博士Listen to the record and think:1. How many law schools accredited by ABA in U.S.? 2. What is the only way to prepare for membership in the legal p
2、rofession in U.S. ? 3. What are the main functions of law schools in U.S. ? 4. What are the main courses of law schools in the U.S.?35. What teaching methods are preferred by most American law profession? 6. What are the merits of case method in teaching law? 7. What are the demerits of case method
3、in teaching law?45In 1983, over 125000 law students were studying in more than 170 ABA accredited law schools得到美国律师协会认可的法学院Public law schoolsPrivate law schoolsLocal or national schools6现状：目前，全美国大约有203所法学院，其中178所是经美 国律师协会（American Bar Association，ABA）批准 的。 法学院分公立和私立两种，公立法学院主要是州政府 所设立。 7主要的私立法学院：哈佛大学
4、法学院（Harvard University Law School） 耶鲁大学法学院（Yale Law School ） 哥伦比亚大学法学院（Columbia University Law School） 芝加哥大学法学院（University of Chicago Law School ） 斯坦福大学法学院（Stanford University Law School ）8As virtually the only way to prepare for membership in the legal profession, 法学院实质上是为法律职业准备人才的唯一途径。Law school f
5、ulfill several functions: Professional training Socialization of future lawyers Screening and gatekeeping for entrance to the profession9There is no central institution where all lawyers practice, the only institutional experience which lawyers have in common is law school.美国没有供所有律师实习的中心机构，因此法学 院成为所
6、有律师共同具有的制度上的经历。10The criticisms which range from “mild to caustic” of the ways in which law schools have carried out these functions and of the functions themselves have been persistent, diverse and rooted in the historical and political development of the profession.对于法学院履行这些职责的方法 以及职责本身的 批评从“温和到尖锐
7、”，这些批评持续不断，内容各 异，根植于律师职业的历史和政治发展。These criticisms have focused on: the curriculum and the dominance of the case method 案例教学法的课程与主导地位； the distribution of power and prestige reflected in the hierarchy within and among the law schools 法 学院等级制度中权力与声望的分配； the imbalance in terms of women and minorities i
8、n the students body and faculty in the law schools.法学院学生与教职工中妇女和少数民族人 数的不平衡。12Part one: Curriculum and the Case Method 课程与案例教学法First-year program: Contracts, torts, property, criminal law and civil procedure.第一年学习基本的法律课程，包括合同法、侵权法、财 产法、刑法和民事诉讼程序。13The second year and third year course expound the mo
9、derate reformist New Deal program and the administrative structure of the modern regulatory state.第二、第三年的课程包括罗斯福新政，法制化国家的 行政管理机构。14第二年学生所修的课程是有关工商业活动所引 起的基本法律问题，例如商法和公司法等。同 时，也修读公法的基本科目，如宪法、行政法 和税法。此外，还要学习有关会计方面的课程 ，第三年的课程大部分属选修课。 15The peripheral subjects 外围课程Legal philosophy 法哲学 Legal history 法制史
10、Legal process 程序法 Clinical education 实习培训 finishing school淑女学堂（已接受普通教育的青年女子进入社交 界作准备的私立学校，内授音乐课等）1617Some law schools have expended curricula to include courses and clinical program in environmental law, housing and urban development, womens right, health in the workplace, welfare rights and consume
11、r protection. 一些法学院将课程和实习计划拓展到环境法、住房 和城市发展、妇女权利、职业健康、福利权利和消 费者保护。18Teach law in interdisciplinary contexts 结合各学科间的关系教法律History 历史学 Psychology 心理学 Sociology 社会学 Medicine 医学 Economics 经济学19Law teachers in almost all law schools use to some extent the case method or the Socratic method.几乎所有法学院的法律教师都在某种
12、程度上采用案 例教学法或苏格拉底教学法。20Christopher Columbus Langdell 克里斯托弗.哥伦布.兰德尔(1826-1906) American teacher of law. He practiced in New York City from 1854 to 1870; in 1875 he became dean of Harvard law school. Langdell is especially famed for the introduction of the “case method” in the study of law. In his view
13、 the principles of law are best learned by inductive study of the actual legal situations (the cases) in which they occur. Langdells theory was first adopted at Harvard, then at Columbia law school, and in time gained almost universal acceptance. 21The case method looked to the common law as the sou
14、rce of legal principles and focused on the teaching of an abstract conception of the law as a science.案例教学法将普通法作为法律原则的渊源，并重 视将抽象的法律概念作为一门科学进行讲授。22legal principlesThe legal principles elicited were to be taught divorced from the “grubby world of practiceand also from politics, history, economics, and
15、 social contexts”.教师讲授所归纳出的法律原则，不涉及混沌世界的 实践，也不涉及政治、历史、经济以及社会环境。23This narrow formalistic approach was justified on the ground that it taught students how to state, analyze, evaluate and compare concrete fact situations thus developing their powers and skills of analysis, reasoning, and expression.这种
16、狭隘的形式主义方法由于教给了学生如何陈述、分析、 评价和比较具体的实际情况，因此提高他们分析、推理和表 达的能力和技巧。24This process has been criticized An adverse impact both on the students and the quality of future lawyering这种教学方法受到批评，因为它对学生和未来的律师职 业都有不利影响。Alienation 异化Anxiety 焦虑Hostility 不友善Aggression 攻击性25The narrow and destructive interaction of this dialogue or often “nondialogue”,Contributes to the impairment of t
