The New Law School Reexamining Goals, Organization and Methods for a Changing World.

Includes bibliographies and index.

Preface; Acknowledgments; Introduction; 1. Goals for legal education; 2. Levers for and obstacles to change; PART ONE: GOALS OF LEGAL EDUCATION; Chapter 1: The Relative Significance of Legal Tradition and Legal Education Reform; Introduction; 1. Legal traditions, models of legal education, and concepts of law; 3. The possibility of legal education reform: Concept of law as the basisfor models of legal education; 4. Resisting legal education reform: The confusion between legal tradition and concept of law; 5. The possibility of legal education reform: Back to the concept of law.

6. Change from legal education rooted in legal tradition to one reflecting concept of law7. Changes and evolution in the concept of law; PART TWO: LAW SCHOOL GOVERNANCE; Chapter 2: Faculty Management: A Matter of Balance; Introduction; 1. External academic freedom; 2. Independence versus accountability and market orientation; 3. Beyond the orthodoxy of external academic freedom; 4. Internal academic freedom; 5. Internal academic freedom versus a faculty as a community; 6. Participation in university decision-making; 7. Democracy versus leadership; 8. Balance (as usual).

PART THREE: OPTIMAL ACADEMIC CURRICULA AND TEACHING METHODSChapter 3: Interactive Teaching Methodologies in Ukrainian Legal Education: Balancing between State of the Art and a Newfangled Whim; Introduction; 1. Legal education in Ukraine; 2. The current situation: Preparing law specialists in Ukraine; 3. Interactive teaching: Where do we go from here?; 4. Conclusion; Chapter 4: The Challenges of Higher Legal Education in the Kyrgyz Republic and the Peculiarities of Educational Process at the AUCA Law Department; Introduction; 1. Present state standards and why we need reform.

2. Special features of the Law Department3. Problems in the process of reforming; 4. The response of the AUCA Law Department to current problems; Conclusion; Chapter 5: The Environmental Law Clinic: A New Experience in Legal Education in Spain; Introduction; Assessment of the experience; A. Fostering cross-functional learning in law; B. Integrating theory and practice; C. Developing the capacity for teamwork; D. Assuming responsibility for a professional task; E. Understanding the role of legal and nonlegal sources, and managing this information.

F. Effectively communicating the results of an investigationG. Drafting local laws; H. Managing confl icts of interests; I. Seeing the broad picture; J. Raising deeper awareness of environmental issues; Conclusion; Chapter 6: The Judicial Practice Center: The Connection between Theory and Socially Responsible Professional Practice; Introduction; 1. Polish CLE and the example of its innovative teaching method; 2. The structure and the methodology of the JPC; Conclusion; PART FOUR: THE ACADEMIC CAREER IN LAW.

Chapter 7: The Challenges of the Mass University and the Civil Law Country Model of Legal Education: How Open Is the Polish University Model to Innovative Teaching and Nurturing of Clinical Programs?

This collection of essays is a unique contribution to understanding the issues confronting law schools in Central and Eastern Europe and countries of the former Soviet Union as they seek to ensure that their programs meet the needs of 21st century lawyers. The book is unusual in two ways. First, most of the authors are faculty members at universities in the region. Despite a plethora of initiatives to reform legal education in Central and Eastern Europe and countries of the former Soviet Union, there has been little literature on the topic coming from the region itself. Second, the essays addr.

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