legal education essay

Marking 200 Years of Legal Education: Traditions of Change, Reasoned Debate, and Finding Differences and Commonalities

• Martha Minow
• October 2017
• See full issue

What is the significance of legal education? “Plato tells us that, of all kinds of knowledge, the knowledge of good laws may do most for the learner. A deep study of the science of law, he adds, may do more than all other writing to give soundness to our judgment and stability to the state.” 1 So explained Dean Roscoe Pound of Harvard Law School in 1923, 2 and his words resonate nearly a century later. But missing are three other possibilities regarding the value of legal education:

• To assess, critique, and improve laws and legal institutions;
• To train those who pursue careers based on legal training, which may mean work as lawyers and judges; leaders of businesses, civic institutions, and political bodies; legal academics; or entrepreneurs, writers, and social critics; and
• To advance the practice in and study of reasoned arguments used to express and resolve disputes, to identify commonalities and differences, to build institutions of governance within and between communities, and to model alternatives to violence in the inevitable differences that people, groups, and nations see and feel with one another.

The bicentennial of Harvard Law School prompts this brief exploration of the past, present, and future of legal education and scholarship, with what I hope readers will not begrudge is a special focus on one particular law school in Cambridge, Massachusetts.

Some call this a time of crisis in legal education; others emphasize innovation and renewal. 3 With new strains on constitutional democracies around the globe, serious chasms between the ideals and realities of justice systems in the United States and elsewhere, and perhaps unprecedented disruptive innovations in the ways legal knowledge is shared and law is practiced, Harvard Law School and legal education generally face significant questions and opportunities. This is a moment when many countries are creating new law schools, some following a model from the United States, which itself is much influenced by Harvard Law School. 4 And institutions like Jindal Global Law School in India, the Peking University School of Transnational Law in China, new law schools in Italy and Brazil, and a revamped transnational program at McGill in Montreal, Canada, deliberately seek to invent new modes of legal education that treat law as global and beyond any one jurisdiction.

Some of the themes and issues for legal education have persisted for more than a century. Professor William Twining wrote in 1994:

In all Western societies law schools are typically caught in a tug of war between three aspirations: to be accepted as full members of the community of higher learning; to be relatively detached, but nonetheless engaged, critics and censors of law in society; and to be service-institutions for a profession which is itself caught between noble ideals, lucrative service of powerful interests and unromantic cleaning up of society’s messes. 5

These tensions persist and rightly so. They manifest the unique position of law schools as a bridge between theory and practice, between law and justice, between ideals and needs. Academic inquiry pursuing truth, engaged critique of law as it operates in multiple societies and times, and assistance to a profession that is itself caught between doing well and doing good characterize most law schools. Most law schools straddle theory and practice and also straddle service to the haves, who pay lawyers’ bills, and the have-nots, who often bear the weight of laws without influence to shape them.

Like law itself, law schools have the capacity to retain traditions and to enable change, to protect reliance on past practices and laws and also to inspire reform. Harvard Law School’s bicentennial follows what can be described as three periods of legal education and over a century devoted to debate and rational argument across an expanding range of issues, sources, and points of view. Even with shifts in the debate over what is open for debate, this history provides a foundation for grappling with profound challenges ahead.

* Carter Professor of General Jurisprudence; until July 1, 2017, Morgan and Helen Chu Dean and Professor, Harvard Law School. Thanks to John Manning, Paloma O’Connor, Joe Singer, and David Wilkins for helpful comments and insight, and special thanks to the tremendous staff at the Harvard Law Library.

^ Roscoe Pound, The Work of the American Law School , 30 W. Va. L.Q. 1, 1 (1923), reprinted in 2 The History of Legal Education in the United States 678, 678 (Steve Sheppard ed., 1999).

^ Pound continued: If we are to do our duty by the common law in the 20th century, we must make it a living system of doing justice for the society of today and tomorrow, as the framers of our polity made of the traditional materials of their generation an instrument of justice for that time and for ours. Id. at 17.

^ On the present as a time of crisis, see Kyle P. McEntee et al., The Crisis in Legal Education: Dabbling in Disaster Planning , 46 U. Mich. J.L. Reform 225 (2012); and Steven J. Harper, The Intractable Crisis in Legal Education: To Understand Why the Crisis in Legal Education Persists, Take a Look at How Law Deans and Professors Are Wishing It Away , Am. Law. (Sept. 11, 2015), http://www.americanlawyer.com/id=1202736970724/The-Intractable-Crisis-in-Legal-Education [ https://perma.cc/3GNN-JWDX ]. On the present as a time of innovation, see Beverly Petersen Jennison, Beyond Langdell: Innovating in Legal Education , 62 Cath. U. L. Rev. 643 (2013); and Andrew Perlman, Innovation in Legal Education , Law Prac. Today (Jan. 2014), http://www.americanbar.org/content/newsletter/publications/law_practice_today_home/lpt-archives/2014/january14/innovation-in-legal-education.html [ https://perma.cc/X36D-6WQE ].

^ N.R. Madhava Menon , Harvard Law Sch. Program on the Legal Profession , The Transformation of Indian Legal Education (2012), https://clp.law.harvard.edu/assets/Menon_Blue_Paper.pdf [ https://perma.cc/G9B2-FC5A ]; Simon Chesterman, The Globalisation of Legal Education , 2008 Sing. J. Legal Stud. 58, 65.

^ William Twining , Blackstone’s Tower: The English Law School 2 (1994).

• Legal Education
• Legal History
• Legal Profession

October 26, 2017

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Race liberalism and the deradicalization of racial reform.

• Kimberlé Williams Crenshaw

The Socratic Method in the Age of Trauma

• Jeannie Suk Gersen

Thayer, Holmes, Brandeis: Conceptions of Judicial Review, Factfinding, and Proportionality

• Vicki C. Jackson

How to Answer the "Why Law School?" Essay Question

Are you struggling with the "Why Law School?" essay question? This article provides expert tips and strategies to help you craft a compelling answer that showcases your passion for the law and your unique qualifications.

Posted May 12, 2023

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If you are considering applying to law school, you will need to write a "Why Law School?" essay. This essay is an opportunity for you to explain why you want to pursue a legal education and why you are a strong candidate for admission to a particular law school. The essay is an important part of the application process and can ultimately make or break your chances of being accepted. In this article, we will provide you with a comprehensive guide on how to answer the "Why Law School?" essay question.

The Importance of Addressing the "Why Law School?" Essay Question

The "Why Law School?" essay question is an opportunity for you to showcase your motivation, passion, and qualifications for pursuing a legal education. The essay allows admissions officers to understand your goals and aspirations, as well as your fit with a particular law school. It is important to address the essay question explicitly and thoughtfully as it can significantly impact your application's success.

One way to approach the "Why Law School?" essay question is to research the law school and its programs thoroughly. This will allow you to tailor your essay to the specific school and demonstrate your knowledge and interest in the institution. Additionally, you can use the essay to highlight any unique experiences or skills that make you a strong candidate for law school. Remember, the essay is not just about explaining why you want to go to law school, but also about showcasing why you are a good fit for the school and the legal profession.

Understanding the Purpose of the "Why Law School?" Essay Question

The "Why Law School?" essay question is designed to help admissions officers understand your motivations, goals, and fit with a particular law school. The question is intended to be open-ended, allowing you to provide a unique and personal response. Your essay should demonstrate your understanding of the legal field and showcase your qualifications and interests.

It is important to note that the "Why Law School?" essay question is not just about explaining why you want to attend law school, but also why you want to attend that specific law school. Admissions officers want to see that you have done your research and have a genuine interest in their institution. This can include discussing specific programs, clinics, or professors that align with your career goals. Additionally, your essay should highlight how you can contribute to the law school community and what unique perspectives or experiences you can bring to the table.

Researching Law Schools Before Writing the Essay

Before writing the "Why Law School?" essay, you should research the law schools you are interested in attending. This research will help you understand the school's academic programs, faculty, resources, and culture. It is important to identify how the school aligns with your personal and professional goals, and emphasize this connection in your essay.

One important aspect to consider when researching law schools is their location. Some law schools are located in urban areas, while others are in more rural settings. This can impact your overall experience as a student, as well as your opportunities for internships and networking. Additionally, you should research the school's alumni network and job placement rates to get a sense of the career opportunities available to graduates.

Another factor to consider is the school's approach to teaching and learning. Some law schools emphasize a more theoretical approach, while others focus on practical skills and experiential learning. Understanding the school's teaching philosophy can help you determine if it is a good fit for your learning style and career goals.

Highlighting Your Personal Motivations for Attending Law School

Your "Why Law School?" essay should highlight your personal motivations for attending law school. This can include your interests in law, social justice, advocacy, or any other relevant experiences. Your essay should showcase your passion and enthusiasm for the legal field.

Additionally, it is important to explain how attending law school aligns with your long-term career goals. This can include specific legal fields you are interested in pursuing, such as environmental law or intellectual property law. You can also discuss how a law degree will help you achieve your career aspirations, whether it be working in a law firm, government agency, or non-profit organization. By demonstrating a clear understanding of your career goals and how law school fits into them, you can further emphasize your commitment to pursuing a legal education.

Demonstrating Your Knowledge of the Legal Field

Your "Why Law School?" essay should demonstrate your knowledge of the legal field. This knowledge can come from previous experiences, such as internships or work experience, or through academic coursework. A deep understanding of the legal field will show admissions officers that you are prepared for the rigors of law school and committed to pursuing a legal education.

Additionally, you can also demonstrate your knowledge of the legal field by discussing current events and issues within the industry. This shows that you are not only knowledgeable about the past and present of the legal field, but also aware of its future direction and potential challenges. Including examples of how you have stayed up-to-date with legal news and developments can further strengthen your essay and showcase your passion for the field.

Showcasing Your Career Goals and Aspirations

Your "Why Law School?" essay should showcase your career goals and aspirations. This can include identifying the type of law you want to practice or explaining how a legal education will contribute to your long-term career aspirations. It is important to be specific in your goals and demonstrate how attending law school aligns with your overall career plan.

Additionally, you may want to consider discussing any relevant experiences or skills that have prepared you for a career in law. This could include internships, volunteer work, or previous jobs that have given you exposure to the legal field. By highlighting these experiences, you can demonstrate your commitment to pursuing a career in law and show admissions committees that you have a strong foundation to build upon in law school.

Incorporating Your Background and Life Experiences into the Essay

Your "Why Law School?" essay should incorporate your background and life experiences into your response. This can include explaining how your personal or professional experiences have led you to pursue a legal education. It is important to showcase how your unique perspective and experiences will enrich the law school community.

For example, if you have worked in a non-profit organization, you can discuss how this experience has given you a deeper understanding of the legal system and how it affects marginalized communities. Alternatively, if you have a background in science or engineering, you can explain how this has given you a unique perspective on the intersection of technology and the law.

Avoiding Common Mistakes in Writing the "Why Law School?" Essay

When writing the "Why Law School?" essay, it is important to avoid common mistakes. These can include being too generic in your response, not demonstrating your fit with a particular school, or not being specific enough in your career goals or motivations. It is important to carefully read and follow the essay prompt and align your response with the law school's mission and values.

Another common mistake to avoid when writing the "Why Law School?" essay is focusing too much on your academic achievements and not enough on your personal experiences and qualities. Admissions committees want to see that you have a genuine passion for the law and a clear understanding of how pursuing a legal education will help you achieve your goals. Therefore, it is important to showcase your unique perspective and experiences, and how they have shaped your desire to attend law school.

Emphasizing Your Fit with the Law School's Culture and Curriculum

Your "Why Law School?" essay should emphasize your fit with the law school's culture and curriculum. This can include highlighting the school's unique academic programs, extracurricular activities, or faculty. Your essay should showcase why the law school is the best fit for you and how you will contribute to the school's community.

Additionally, it is important to research the law school's mission statement and values to ensure that your essay aligns with their goals. You can also mention any relevant experiences or skills that make you a strong candidate for the school. Remember to be specific and provide examples to support your claims. By demonstrating your fit with the law school's culture and curriculum, you increase your chances of being accepted and thriving in the program.

Using Specific Examples to Support Your Arguments

Your "Why Law School?" essay should use specific examples to support your arguments. This can include citing specific academic programs or faculty at the law school or discussing particular experiences or achievements that demonstrate your fit with the school. It is important to provide evidence to support your claims and demonstrate your unique qualifications.

Crafting a Convincing and Cohesive Narrative in Your Essay

Your "Why Law School?" essay should tell a convincing and cohesive narrative. This means that you should create a clear and logical structure for your essay, with a clear introduction, body, and conclusion. Your essay should have a strong, central theme that ties together your arguments and demonstrates your overall fit with a particular law school.

Polishing and Editing Your "Why Law School?" Essay to Perfection

Before submitting your "Why Law School?" essay, it is important to polish and edit your writing to perfection. This means carefully proofreading your essay for errors in grammar, spelling, and punctuation. It also means ensuring that your essay follows the correct word count and formatting guidelines. A polished and well-written essay will make a strong impression on admissions officers.

Tips from Admissions Officers on Writing an Effective "Why Law School?" Essay

Admissions officers recommend that you take the time to carefully read and follow the essay prompt, research the law school thoroughly, and write a unique and personal response. It is important to showcase your passion for the legal field and align your response with the law school's values and mission. A strong and effective essay will make a memorable and positive impression on admissions officers.

Conclusion: Key Takeaways for Writing a Compelling "Why Law School?" Essay

The "Why Law School?" essay question is an important part of the law school application process. To write a compelling essay, it is important to research the law school, demonstrate your knowledge and passion for the legal field, identify your personal motivations and career goals, and showcase your fit with a particular law school. By following these key steps and tips, you can write a successful "Why Law School?" essay that will help you stand out from other applicants and secure your place in your dream law school.

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Journal of Legal Education

Repository > JLE

The Journal of Legal Education (ISSN 0022-2208) is a quarterly publication of the Association of American Law Schools . The primary purpose of the Journal is to foster a rich interchange of ideas and information about legal education and related matters, including but not limited to the legal profession, legal theory, and legal scholarship. With a readership of more than 10,000 law teachers and about 500 subscribers, the Journal offers an unusually effective medium for communication to the law school world.

Volume 72, Number 1 & 2 Fall & Winter 2022/23

From the editors.

From the Editors Robert Dinerstein, Jeremy R. Paul, Sonia E. Rolland, and Ezra Rosser

The Evolving Mission of Peking University’s School of Transnational Law Philip J. McConnaughay

Teaching U.S. Civil Procedure to Non-U.S. Students: Educating Students for a World of Legal Pluralism Ray Worthy Campbell

International Students from the Perspective of U.S. Law Schools Kathryn Hendley and Alexander J. Straka

Education of Common Lawyers in a Twenty-First-Century Environment Howard O. Hunter

Academic Freedom in a Hybrid Illiberal Regime: Risks, Threats and Resources for Resilience András L. Pap

Teaching Law Across Six Continents David Oppenheimer, Panos Kapotas, and Laura Carlson

Herding CATs: Building Student Engagement in Remote Learning in the United States and Uzbekistan E. Joan Blum

Debate as a Pedagogical Practice: A Case Study from Finland on Teaching International Law Tuukka Tomperi, Outi Korhonen, and Sampo Mielityinen

Road Map to Revamping Clinical Education for Pedagogical and Social Justice Missions: Lessons from Ethiopia Mizanie Abate Tadesse

Clinical Legal Education as a Means to Reform Vietnamese Legal Education Ai Nhan Ho

Book Reviews

Book Review of The Globalization of Legal Education: A Critical Perspective Fabio de Sa e Silva

Book Review of American Legal Education Abroad: Critical Histories Theresa Kaiser

Book Review of Clamouring for Legal Protection: What the Great Books Teach Us About People Fleeing from Persecution Cori Alonso-Yoder

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Current Issues in Legal Education

Exploring how changes to the first-year law school curriculum could benefit students.

Law School Curriculum: Reform, Assessment, and Research Design  

David A. Hyman( Georgetown Law), Jing Liu (East China University Law), and Joshua C. Teitelbaum (Georgetown Law) discuss how changes to the first-year law school curriculum could positively impact law students. The authors evaluate Georgetown Law’s curriculum B as an alternative to the traditional first-year course load.

Reviewing Diverse Approaches To Student Success

Investing in Academic Success: Diverse Approaches – a Blog Post by Prof. Charles Calleros (ASU)  

Professor Calleros (Arizona State University Law) discusses several different approaches in the design of academic success programs in law schools across the United States and abroad. The author provides analysis on what makes each program successful in improving outcomes for students.  

Addressing the Access To Justice Crisis Through Legal Education  

What The Access To Justice Crisis Means For Legal Education  

Kathryne M. Young (George Washington Law) describes the access to justice crisis in the United States as a deficit of just resolutions to civil justice problems for everyday people. The author argues that this crisis compels an examination of the scope and purpose of legal education and provides a framework for how law schools can address access to justice issues effectively.  

P ublished in UC Irvine Law Review (Vol. 11, No. 3) in 2021.

Law Profession as an Antiracist teaching institution

What’s (Race In) The Law Got To Do With It: Incorporating Race In Legal Curriculum  

Sonia Gipson Rankin (University of New Mexico Law) explains how to incorporate conversations about race within legal education. The essay describes cognitive dissonance theory, color blindness ideology, and its relationship to racial inequality, while providing classroom techniques that encourage dialogue related to conversations on equity and race. The author also includes classroom strategies to help professors’ awareness of equity in the legal profession and in the justice system.  

Published in Connecticut Law Review (Vol. 54, No. 4) in July 2022.   

Pushing Back on Attempts to Ban Critical Race Theory

This Is Not A Drill: The War Against Antiracist Teaching in America  

Kimberlé Williams Crenshaw (UCLA Law and Columbia Law), in her modified acceptance speech for the 2021 AALS Triennial Award for Lifetime Service to Legal Education and the Legal Profession, reflects on her career and the recent challenges to teaching antiracist and social justice education that is now unfolding. The speech argues that the legal academy bears a collective responsibility to fight back against the silencing of antiracist frameworks, and calls on law schools to confront their historical agnosticism toward racial subordination and to defend the freedom to teach and learn Critical Race Theory against concerted efforts to undo its legacy.

Published in the UCLA Law Review (Vol. 68) in 2022.  

Reimagining Legal Education with focus on student wellness  

Wellness And Law: Reforming Legal Education To Support Student Wellness  

Janet Thompson Jackson (Washburn Law) details how law schools can shape curricula to benefit student wellness. The article argues that many students do not have to feel that their mental health and overall well-being will be significantly compromised during law school. The article provides a blueprint to reimagine legal education with a focus on wellness.  

Originally published in Howard Law Journal (Vol. 65, No. 1) in 2021  

History of Law School Clinics  

California Legal History Journal on Legal Clinics and Experiential Learning  

Professor Baker (Pepperdine Law) shares an excerpt from the most recent Journal of the California Supreme Court Historical Society which has been dedicated to experiential and clinical legal education.    

Published in California Legal History (Vol. 17) in 2022  

Preparing law students to be civic leaders  

Building the Next Generation of Rule of Law Leaders   William Hubbard (Dean, University of South Carolina Law) describes the challenges that the United States faces regarding adherence to the rule of law despite seeing modest improvement in its score in the 2022 Rule of Law Index published annually by the World Justice Project (WJP). This opinion piece describes some specific issue that law schools should address as the country navigates challenges to the rule of law.  

Teaching students to look for the absence of diverse perspectives in law  

Meditations On Teaching What Isn’t Kris Franklin (New York Law School) explores the teaching students to look for what is absent as a form of logical thinking. The article surveys a wide array of examples in various core legal subjects that point to the omission of diverse perspectives. The article provides law faculty and students with examples of ways to make more visible that which is currently not seen.  

Published in New York Law School Law Review (Vol. 66, No. 387) in June 2022 .

Best Practices for Teaching and Learning in Legal Education

Fifty Ways to Promote Teaching and Learning Gerald Hess, Professor Emeritus of Law at Gonzaga University School of Law, Michael Hunter Schwartz, Dean and Professor of Law at University of the Pacific’s McGeorge School of Law, and Nancy Levit, Curators’ and Edward D. Ellison Professor of Law at University of Missouri-Kansas City School of Law, focus on the efforts law schools and professors can make to improve instruction and student learning in the classroom. This article builds upon James Lindgren’s seminal article, “Fifty Ways to Promote Scholarship” (1999), which detailed numerous ideas for improving scholarship and the intellectual life of a law school.

Originally published in the Journal of Legal Education (Vol. 67, Issue 3) in December 2018.

Empirical Research in Clinical Legal Education

Measuring Law School Clinics The four authors—Colleen Shanahan (Columbia Law), Jeffrey Selbin (UC Berkeley Law), Alyx Mark (Wesleyan University/American Bar Foundation), and Anna Carpenter (University of Utah Law)—report findings from a large dataset of legal cases that shed some light on the teaching-service promise of law school clinics. After analyzing thousands of unemployment insurance cases involving different types of representation, their findings revealed that clinical law students behave very similarly to practicing attorneys in their use of legal procedures and that clients also experience very similar case outcomes to clients of practicing attorneys. These findings are consistent with claims that law school clinics help prepare students to be practicing lawyers and to serve low-income clients as well as lawyers do.

The Evolving Role of the Associate Dean of Experiential Education

Exploring the Meaning of Experiential Deaning This article explores the role associate deans of experiential education play in the changing landscape of legal education. Five authors—Margaret Martin Barry (Vermont Law) Robert Dinerstein (American University Washington College of Law), Phyllis Goldfarb (George Washington Law), Peggy Maisel (Boston University Law), and Linda Morton (California Western Law)—convened in Vermont to discuss the nature of their positions as associate deans of experiential education at their law schools. Survey findings indicate that the structure, content, and authority of this role is under-developed. The authors make recommendations on how law schools can carve out the role intentionally and provide institutional support to increase the efficacy of the position.

Originally published in the Journal of Legal Education (Vol. 67, Issue 3) in October 2018.

The Value of Local Legal Scholarship

Days of Future Past: A Plea for More Useful and More Local Legal Scholarship Frank Bowman III, Floyd R. Gibson Missouri Endowed Professor of Law at University of Missouri School of Law, describes how the population explosion in American law schools during the 1990s and the simultaneous rise of the influence of U.S. News rankings created a bubble in legal scholarship. Bowman makes several recommendations for dealing with a ‘post-bubble’ landscape, including changing law school hiring practices to favor professors with more legal experience, assessing scholarship more by effect and less by placement, and devoting more scholarly attention to questions of state law and practice.

The Future of Legal Education

An Invitation Regarding Law and Legal Education, and Imagining the Future Michael J. Madison, Director of the Institute for Cyber Law, Policy, and Security and Faculty Director of the Innovation Practice Institute at University of Pittsburgh School of Law, explores conversations about the future of legal education in ways that integrate several threads of concern and revision that have emerged over the last decade. Madison argues these conversations should include participants beyond elite American law schools and private law firms.

Leadership Development in Legal Education

Law School Leadership and Leadership Development for Developing Lawyers Louis D. Bilionis, Dean Emeritus and Droege Professor of Law at the University of Cincinnati College of Law, argues the conditions for successful leadership are present in law schools. The necessary leaders are in place and include faculty and staff who are adopting innovations to help advance students’ development as professionals. The authors refer to these select few as a “coalition of the willing” – opinion leaders with the greatest potential sway on those colleagues who have yet to adopt.

Originally published in the Santa Clara Law Review (Vol 58, Issue 3) in 2019.

Measuring the Impact of Legal Scholarship

Measuring Scholarly Impact: A Guide for Law School Administrators and Legal Scholars Gary Lucas, Jr., Professor of Law and Senior Associate Dean at Texas A&M University School of Law, provides guidance for law deans and legal scholars interested in measuring the impact of legal scholarship. Lucas recommends that each law school create a Google Scholar profile for its faculty. By acting on this recommendation, administrators would dramatically improve their ability to assess the impact of legal scholarship.

Originally published in the University of Pennsylvania Law Review (165) in 2017.

Taking Externship Scholarship to the Next Level

The Past and Future of Externship Scholarship Harriet Katz, Clinical Professor Emerita of Law at Rutgers University School of Law, Camden, offers an overview of scholarship about legal externship produced over the past three decades, along with suggestions for the direction of future work.

Matching Law Practice and Legal Education

The Contextual Problem of Law Schools Eli Ward, Charles W. Delaney Jr. Professor of Law at University of Denver Sturm College of Law, argues there is a mismatch between law practice and legal education. Ward provides recommendations in which law schools can systematically implement contextual insights into their curriculum and culture.

Enhancing Student Learning

Cracking Student Silos: Linking Legal Writing and Clinical Learning Through Transference Mary Bowman, Director of the Legal Writing Program and Associate Professor of Law at Seattle University School of Law, and Lisa Brodoff, Director of the Ronald Peterson Law Clinic and Associate Professor of Law at Seattle University School of Law, studied the educational literature on transference to understand how they could help their students apply what is taught in their programs to future client work. Both authors describe what they learned from their endeavors and the typical barriers to transference, most significantly the effects of course-dependent siloing of student learning.

Legal Education Reconsidered

James P. White Lecture on Legal Education During the James P. White Lecture on Legal Education at Indiana University Robert H. McKinney School of Law, AALS Executive Director Judith Areen discussed how legal education has been “reconsidered” by prospective students as the result of a challenging job market and negative media coverage. The lecture was published in the Indiana Law Review.

“Working together, deans and faculty, schools and organizations, we need not fear what will happen as others reconsider legal education,” Areen said. “Together we should be able to regain the confidence of qualified college students and graduates that law school is a good choice for someone who wants to make a difference during their professional career both in service to others, and in addressing some of the most intractable problems that face our communities, nation, and the world.”

The Market for Law Schools and their Graduates

The Demand for Legal Education: The Long View Deborah M. Hussey Freeland, Research Fellow at the Stanford Center on the Legal Profession, examines available data on the total number of law school applicants, including long-term economic and demographic trends in the demand for legal education.

Originally published in the Journal of Legal Education (Vol. 65, Issue 1) in August 2015.

Practice-Based Learning

Practice in the Academy: Creating “Practice Aware” Law Graduates Jay Gary Finkelstein, corporate transactional Partner at DLA Piper LLP (U.S.), presents two practical solutions that will enhance traditional doctrinal courses, such as hiring practitioners to work with full-time faculty to develop practice-based curriculum offerings and providing interactive pedagogy that replicates the practice of law. Finkelstein serves on the adjunct law school faculties of at Stanford, Berkeley, Georgetown and Penn.

Originally published in the Journal of Legal Education (Vol. 64, Issue 4) in May 2015.

Learning Technologies in Legal Education

Law Schools and Technology: Where We Are and Where We Are Heading Michele Pistone, Professor of Law at Villanova University School of Law, analyzes the conditions and trends that encourage greater use of learning technologies in legal education.

Originally published in the Journal of Legal Education (Vol. 64, Issue 4) in May 2015 .

Support of Legal Services Corporation

AALS Letter in Support of Funding the Legal Services Corporation Access to justice is at the core of our constitutional society. As Supreme Court Justice Lewis F. Powell once wrote, “Equal justice under law is not merely a caption on the facade of the Supreme Court building; it is perhaps the most inspiring ideal of our society.”

Today’s Justice System and The Supreme Court

The Open Mind: Equal and Unequal Justice Harvard Law School Dean Martha Minow provides insight into the American justice system and legal education on PBS’ The Open Mind . During the discussion, she discusses race relations in the U.S., the need to support access to justice initiatives, and the role technology can play toward the pursuit of equal justice.

Supreme Court of the United States Decision on Fisher v. The University of Texas at Austin

Supreme Court of the United States Decision on Fisher v. The University of Texas at Austin The Supreme Court of the United States ruled (4-3) in Fisher v. The University of Texas at Austin (Fisher II) that the University of Texas’ use of race as a consideration in the admissions process does not violate the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution.

From Law Review to Common Sense

In Praise of Law Reviews (and Jargon-Filled, Academic Writing) Cass R. Sunstein, Harvard Law School professor and former administrator of the White House Office of Information and Regulatory Affairs, outlines the value of law review articles, not just to academia or the legal profession, but to society as a whole. Though law review articles are often criticized as “jargon-filled” or “too-specialized,” he argues that many ideas constructed by legal scholars have made a significant impact, leading to what is now accepted as common sense by the public.

Statement from AALS Section on Clinical Legal Education on Proposed California Bar Admission Changes

Statement on the California Task Force on Admissions Regulation Recommendations (TFARR) The Association of American Law Schools’ Section on Clinical Legal Education has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.

Statement from AALS Deans Steering Committee on Proposed California Bar Admission Changes

Statement on the California Task Force on Admissions Regulation Recommendations (TFARR) The Steering Committee of the Association of American Law Schools’ Deans Forum has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.

Modern Legal Education and Law School Leadership

Law Schools and the Changing Environment of the Legal Profession In a conversation with University of California Television, Daniel B. Rodriguez, 2014 AALS President and Dean, Northwestern University School of Law, discusses changes and innovations happening with American legal education and in the legal profession. He discusses the challenges that law schools face today and working with various constituency groups including alumni, state bar associations, and law firm leadership. In addition, Dean Rodriguez discusses refining the law school curriculum, cross-campus initiatives and engaging alumni throughout their careers.

Linking Law Schools and U.S. Domestic Policy Needs

How can law schools help address society’s greatest needs? Peter B. Edelman, Carmack Waterhouse Professor of Law and Public Policy at Georgetown University Law Center, talks about the public policy choices that have been made regarding poverty, unemployment, race, immigration and gender issues in the United States and discusses the role law school clinics can play in addressing some of the country’s most pressing matters.

Professor Edelman’s talk served as the Keynote Address for the AALS Conference on Clinical Legal Education – Leading the New Normal: Clinical Education at the Forefront of Change for the sessions on May 5, 2015 in Rancho Mirage, California.

Black Lawyers Matter

Why the U.S. needs black lawyers even more than it needs black police In this opinion article for The Guardian , Yolanda Young, lawyer and founder of the website “On Being a Black Lawyer,” examines the importance of African Americans in the bar and the impact the lack of Black lawyers is having on the U.S. justice system.

Studies Point to an Improving Legal Industry in Key Areas

Law Schools and Industry Show Signs of Life, Despite Forecasts of Doom In this New York Times piece, Steven Davidoff Solomon, professor of law at University of California, Berkeley, looks at the structural changes in legal education and the legal industry. He notes that recent studies have pointed to signs of optimism in the profession and the overall need for skilled lawyers is unlikely to change over time.

The Value of a Legal Education

Statement on the Value of a Legal Education This statement was developed by the Deans Steering Committee of the Association of American Law Schools and concerns the critical role legal education plays in civil society and its progress. It is offered as a resource and, where appropriate, as a point of discussion to those interested in legal education.

Investing in a Legal Education

Financing a Legal Education

It pays for students who borrow to finance their legal education to familiarize themselves with all the tools available to manage debt, including a wide variety of repayment plans and loan forgiveness programs. The standard repayment period is 10 years but that may be extended. Some payments are tied to borrowers’ income and may be reduced for hardship cases, but not all types of loans are eligible for forgiveness and extensions.

History and Experiences of Women in Legal Education

Looking back at the challenges that women faced in joining the legal academy and profession in the mid-20th century Professor Marina Angel, Temple Temple University Beasley School of Law interviews U.S. Supreme Court Justice Ruth Bader Ginsburg for the AALS Section on Women in Legal Education’s Oral History Project.

Review of After the JD III , A Law Professor’s Take

After the JD III Reviewed D. Benjamin Barros, Associate Dean for Academic Affairs and Professor of Law at Widener University Law School-Harrisburg, provides his thoughts on the findings in After the JD III: Third Results from a National Study of Legal Careers by The American Bar Foundation and the NALP Foundation for Law Career Research and Education.

From Theory to Practice

Theory Makes Successful Lawyering Possible In this New York  Law Journal column, Jeremy Paul, Dean of Northeastern University School of Law, highlights how the legal theory learned in law school, is crucial to success in practicing law.

Originally published in the New York Law Journal on April 21, 2014.

On Legal Scholarship

Why law professors’ scholarly research matters Critics from the bench to the bar have complained that much legal scholarship serves little or no practical purpose and wastes law school resources. But Robin West and Danielle Citron show how it is often the work of scholars that breaks important ground on how laws are interpreted and enforced, from invoking the Civil Rights Act to stop sexual harassment in the workplace to embedding cost-benefit analysis into regulation and rule-making.

Who Benefits from a Cap on Federal Student Loans?

Bootleggers and Baptists in the Student Loan Debate University of Maryland Law Professor Frank Pasquale describes the push to cap federal student loans as a move to benefit private lenders rather than reduce tuition costs for students. He likens advocates of the proposal to the bootlegger/baptist coalition of the Prohibition Era.

Originally published in the blog Balkinization (October 2015)

In Defense of Tenure

The risks of eviscerating tenure at ABA-accredited law schools Former law school deans Robert A. Gorman and Elliott S. Milstein robustly defend tenure in a letter to the ABA Section on Legal Education and the Bar, which had proposed weakening or eliminating the tenure requirement for law school accreditation. The tenure system ensures that law professors can challenge powerful interests and propose changes in the justice system without fear of reprisals, they argue. Diluting tenure protection would likely “be an excuse for underpaying faculty (or) for running a school principally with part-time faculty.” Later in 2014, the Section decided not to change the tenure requirements in its standards.

See the Signatories

Doing Less-reflections on Cognitive Load and Hard Choices in Teaching First-year Legal Writing

68 Saint Louis Law Review 399

Temple University Legal Studies Research Paper Forthcoming

20 Pages Posted: 12 Jul 2024

Ellie Margolis

Temple University - James E. Beasley School of Law

Date Written: January 01, 2024

The evolving landscape of legal research and writing (LRW) education requires LRW professors to balance a multitude of expectations and demands in the process of teaching foundational skills and ensuring that students are "practice-ready." This essay argues that attempting to cover too wide an array of skills and competencies often leads to ineffective learning outcomes and suggests that a "less is more" approach may be more beneficial. It explores the challenges faced by LRW professors in teaching a comprehensive set of skills while ensuring students can transfer their learning to new contexts. Drawing on research and personal teaching experiences, the essay advocates for a strategic approach of "doing less" to achieve more effective learning outcomes. This approach involves prioritizing foundational skills like research, organization, and analysis, which are essential for success in practice and increasingly important in light of changes in the legal profession, such as the emergence of generative AI. The article also suggests reevaluating course design to focus on optimizing foundational skills, simplifying assignments, and reducing cognitive overload. Furthermore, it proposes de-emphasizing certain aspects of practiceready professionalism, such as strict adherence to formatting rules and deadlines, to create space for deeper learning and metacognition. By making thoughtful decisions about what to prioritize and how to structure their courses, LRW professors can better equip students for the complexities of modern legal practice while fostering a more meaningful and transferable learning experience. 

Keywords: LRW, Legal education, Practice-ready, Metacognition, Skills education, Transferrable skills, Learning outcomes, Course design, Legal Writing, Legal Writing, Legal Research, Legal Writing and Research

JEL Classification: K19, K40, K49

Suggested Citation: Suggested Citation

Ellie Margolis (Contact Author)

Temple university - james e. beasley school of law ( email ).

1719 N. Broad Street Philadelphia, PA 19122 United States

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Legal Education and Legal Traditions: Selected Essays

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• Myint Zan 0

Faculty of Law, Multimedia University, Malacca, Malaysia

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• Legal, political, moral philosophy as well as philosophy of history for law, philosophy and history teachers, postgraduate and under graduate students
• Legal Education of interest to legal educators
• Aspects of legal ethics for law teachers, students and professions
• Interdisciplinary studies regarding law and economics, law and literature, law and social justice for law and other academics and students

Part of the book series: SpringerBriefs in Environment, Security, Development and Peace (BRIEFSSECUR, volume 34)

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Legal Education in India: A Contemporary Discourse

Two Worlds of Legal Scholarship and the Philosophy of Law

CLR, ‘rebellious lawyering’, and justice education: A few lessons from Bangladesh

• Legal and political philosophy (Plato, later philosophers)
• Philosophy of history (Toynbee and biological theory)

Legal Education

• Legal Ethics
• Law of the Sea

Table of contents (8 chapters)

Front matter, reflections on the teaching of 1982 the law of sea convention.

• Mary George

The Future of Lawyers as Transaction Cost Engineers

• Dennis Wye Keen Khong

Human Values in Legal Professionals’ Ethics Education

• Gita Radhakrishna

Teaching Law Undercover

• Stewart Manley

Legal and Philosophical Traditions

Socrates’ refusal to escape from prison: later philosophers’ possible views on the crito.

• Charlene Constance Chai, Myint Zan

What Would Socrates Have Said on Two Conversations About Harbouring Runway Slaves and Running Away from Slavery in Uncle Tom’s Cabin by Harriet Beecher Stowe

• Chew Yi Ting, Kan Da Xing, Myint Zan

Relevance of Hart-Devlin Debate in Relation to the International Criminal Court

• Chong Jun Min

Spillover Thoughts in Rereading Time’s Magazine’s Obituary of Historian Arnold Toynbee: Teleologies of History, Contingency and Sub Specie Aeternitatis

Back matter, editors and affiliations, bibliographic information.

Book Title : Legal Education and Legal Traditions: Selected Essays

Editors : Myint Zan

Series Title : SpringerBriefs in Environment, Security, Development and Peace

DOI : https://doi.org/10.1007/978-3-030-50903-3

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

Softcover ISBN : 978-3-030-50902-6 Published: 06 October 2020

eBook ISBN : 978-3-030-50903-3 Published: 05 October 2020

Series ISSN : 2193-3162

Series E-ISSN : 2193-3170

Edition Number : 1

Number of Pages : VIII, 127

Number of Illustrations : 1 b/w illustrations, 1 illustrations in colour

Topics : Professional & Vocational Education , Theories of Law, Philosophy of Law, Legal History , Classical Studies , History of Philosophy , Law, general

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Duncan Kennedy

Topics Critical Legal Studies Legal Education Legal Theory Law & Economics Contract Law Housing Law Legal History Sociology of Law Journalism Other Languages Teaching Materials

Legal Education

I have written lots of pieces on legal education designed for law students and prospective law students. The best place to start might be “Legal Education as Training for Hierarchy” in David Kairys, ed., The Politics of Law (1982, 2nd ed. 1990, 3d ed. 1998). This is a chapter in an excellent book of critical essays about law, by many authors associated with the critical legal studies movement, designed for students. There is a link to my chapter in the “Bibliography” section of this website.

The New York University Press has published a reprint of the larger pamphlet from which I took the chapter, called “Legal Education and the Reproduction of Hierarchy.” This edition reproduces the original form of the pamphlet, with an Introduction and Afterword by me, bringing the pamphlet somewhat up to date and telling the story of critical legal studies. There are also interesting commentaries by Paul Carrington, Peter Gabel, Angela Harris & Donna Maeda, and Janet Halley.

Of the pieces in this section, the short treatments of the educational experience in “The Political Significance of the Structure of the Law School Curriculum” and “A Conversation with Duncan Kennedy”, by Gerard Clark, are probably the best.

Essays on Legal Education

• The Bitter Ironies of Williams V. Walker-Thomas Furniture Co. In the First Year Law School Curriculum , 71 Buff. L. Rev. 225 (2023)
• Teaching Israel/Palestine Legal Issues at Harvard: Interview with Duncan Kennedy , by Whosam El-Coolaq, 10 Unbound 36 (2015)
• Law on the Left: A Conversation with Duncan Kennedy , by Tor Krever, Carl Lisberger and Max Utzschneider, 10 Unbound 1 (2015)
• Remembering Keith Aoki’s Casual Legal Studies: Art During Law School , 45 UC Davis L. Rev. 1817 (2012)
• Interview with Duncan Kennedy, Harvard Law School, Cambridge MA (USA), May 2008 (by Mauro Zamboni), 32 REFTÆRD Årgång, no. 2/125 (2009)
• Teaching from the Left in My Anecdotage , 31 NYU Review of Law and Social Change 449 (2007)
• Introduction and Afterword to the republication of Legal Education and the Reproduction of Hierarchy, A Polemic Against the System, A Critical Edition (NYU Press, Critical America, 2004)
• Introduction , in Symposium: Dismantling Hierarchies in Legal Education, 73 UMKC L. Rev. 231 (2004)
• Legal Education and the Reproduction of Hierarchy: A Polemic Against the System, A Critical Edition, with contributions from Paul Harrington, Peter Gabel [ weblink ], Angela Harris, Donna Maeda and Janet Halley (NYU Press, Critical America 2004)
• The Social Justice Element in Legal Education in the United States , the Sir Elwyn Jones Lecture, The University of Wales , March 19, 2002.
• Legal Education, Professional Ethics, and Mandatory Pro Bono: A Conversation with Duncan Kennedy, by Ed Baker, PRAXIS, University of Wisconsin Law School , Spring 2001 [ weblink ]
• Boola! Social Text no. 49 (Winter 1996), p. 31
• Spanish translation: Politizar el aula, Academia, Revista sobre enseñanza del Derecho, año 5, número 10, p. 85-94 (2007)
• A Conversation with Duncan Kennedy , by Gerard Clark, 24 The Advocate , The Suffolk University Law School Journal 2 (1994).
• A Cultural Pluralist Case for Affirmative Action in Legal Academia , 1990 Duke L. J. 706 [also in Sexy Dressing, Etc]
• The Liberal Administrative Style , 41 Syracuse Law Review 801 (1990).
• La responsabilidad de los abogados por la justicia de sus casos , 12 Academia. Revista sobre enseñanza del Derecho 135 (Año 6, núm. 12, 2008)
• Liberal Values in Legal Education , 10 Nova Law Review 603 (1986).
• L’enseignement du Droit et la Reproduction des Hierarchies Professionelles , Annales de Vaucresson, deuxième semestre 1985, no. 23, p. 191 [short version of Legal Education and the Reproduction of Hierarchy (AFAR 1983)]
• Psycho-Social CLS: A Comment on the Cardozo Symposium , 6 Cardozo Law Review 1013 (1985).
• French translation: L’enseignement du droit et la reproduction des hierarchies professionelles (Lux, Montreal 2010)
• Spanish translation: La enseñanza del derecho como forma de acción política (Siglo veintiuno, Buenos Aires 2012)
• French translation: L’enseignement du droit et la reproduction des hierarchies, Une polémique autour du système, Lux Éditeur, Québec, 2010.
• Spanish translation: La educación legal como preparación para la jerarquía , María Luisa Piqué y Christian Courtis, trans., in Desde Otra Mirada: Textos de Teoría Crítica del Derecho (Eudeba 2001); also published as La educación legal como preparación para la jerarquía , Academia, Revista sobre Enseñanza del Derecho de Buenos Aires, Año 2, no. 3, Otoño 2004 [translation of Legal Education as a Training for Hierarchy, in D. Kairys, ed., The Politics of Law (New York, Pantheon, 1990)]
• Partial French translation: L’enseignement du Droit et la Reproduction des Hierarchies Professionelles , Annales de Vaucresson, deuxième semestre 1985, no. 23, p. 191
• Shorter version: Legal Education as Training for Hierarchy , in D. Kairys, ed. The Politics of Law (1982, 2nd ed. 1990, 3d ed. 1998)
• Shorter version: Legal Education and the Reproduction of Hierarchy , 32 J. Leg. Ed. 591 (1982)
• The Political Significance of the Structure of the Law School Curriculum , 14 Seton Hall Law Review 1 (1983).
• Legal Education as Training for Hierarchy , in D. Kairys, ed. The Politics of Law (1982, 2nd ed. 1990, 3d ed. 1998)
• Rebels from Principle: Changing the Corporate Law Firm from Within , 33 Harvard Law Bulletin 36 (1981).
• First Year Law Teaching as Political Action , 1 Law and Social Problems 47 (1980).
• How the Law School Fails: A Polemic , 1 Yale Review of Law and Social Action 71 (1970).

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Why We Should Teach Legal-Reasoning Skills to Students

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Law is seen as a discipline in which either you are an expert because you went to law school or completely ignorant because you didn’t. Of course, children and young adults learn what rules they have to obey—and they figure out which laws to protest. Yet, this is not the type of legal education that will create engaged citizens. Students should learn how the legal process works and the skills of legal reasoning, just as they learn other comprehension and reasoning skills in school.

Primary and secondary education are meant to provide children with the tools necessary to be productive adults in the real world. Students gain academic knowledge and analytic skills by learning science, math, literature, and history. They develop social skills by participating in sports teams and clubs. In today’s social environment where foundations and nonprofits such as the Obama Foundation and Rock the Vote are building awareness and opportunities for civic awareness and action, students are also learning the value of civic participation. Yet, even while this participation is emphasized, instruction on how to participate effectively is not. Law is virtually never taught in the United States other than to aspiring lawyers.

Giving students a legal education involves teaching them how our judges and legislators work within a system. Knowing how judges think and decide cases and how legislators cooperate to create laws will equip students to participate productively in the political and legal process. We have all seen the new normal exhibited in the recent clashes between student activists calling for the Green New Deal and seasoned lawmakers who acknowledge the political complexity of enacting such legislation. Children and young adults want to participate in social change, but they first need to be taught the strategic prioritization of social values and constraints, budgetary planning, and persuasive negotiation involved in true democracy.

Like many complex subjects, legal reasoning is rarely black or white.

As an example for how high school students can successfully engage to advance legislative change, one need only to look at the students of Marjory Stoneman Douglas High School in Parkland, Fla. Their efforts have led to a change in gun laws in a number of states. They did not simply demand gun safety laws. They were informed and strategic about how to make their case in a way that was effective.

More broadly, teaching law to young children will provide them with a set of reasoning skills important in many areas of their lives. “Legal thinking"—which is not just rule-obedience—changes the way people approach difficult problems because it gives them tools to organize facts and values to arrive at a reasoned and actionable decision.

As an additional benefit, people will be less inclined to fall for rhetorical arguments that spark an emotional response without offering a clear vision of what should be done and how it can be done effectively. Just as the scientific community advocates for science education so that people can recognize valid arguments about vaccinations and climate change, we hope that giving students a good legal education will reduce the prevalence of bad legal and political arguments that currently permeate social and political discourse.

Like many complex subjects, legal reasoning is rarely black or white. Children and teens will learn not only how to apply a general rule to a situation, but also how to think about the ways in which laws ought to be applied. Consider, as an example, whether the rule “no motorized vehicles in the park” applies to electric wheelchairs. Most of us can intuit that the answer is “no,” but we may lack the vocabulary to explain why. After all, electric wheelchairs are motorized, and they are vehicles.

Furthermore, legal thinking helps people find agreement on matters of policy, even when they might disagree on why the policy should be implemented. In his book Legal Reasoning and Political Conflict , Cass Sunstein—the former administrator of the White House Office of Information and Regulatory Affairs under President Barack Obama and long-time law professor—calls this “incompletely theorized agreements.” We just call it “coalition or community building.” Such agreements are not simply compromises; everyone is getting the outcome they desire, albeit for different reasons.

Another major advantage to learning law young is that it helps students learn to reason by analogy. Such reasoning recognizes that each situation may share similarities with others, but is nevertheless unique. Legal reasoning encourages people to consider the particularities of the situation, as well as the commonalities it may have with others.

For example, many parents make different decisions for each of their children, because they understand that what might work for one child might not work for another. Suppose you allow you first child to get her driver’s license the moment she reaches the legal age. You do so because she has demonstrated that she is responsible, and you trust that she will drive safely. When your second child reaches the age where she can obtain a driver’s license, however, she has not yet instilled the same level of trust in you that she will use the car responsibly. When you demur, she continues to say that you let her older sister get a license at this age. Trying to have your daughter understand how people can treat their children differently while still caring for them equally is a practical example of teaching by analogy. An answer to a child’s exclamation “but it’s not fair!” might just be a lesson in legal reasoning.

More generally, people most often have to learn the rules of the game while playing. Seldom in life do people get a rule book in advance for how to succeed at work or in a marriage. Analogical reasoning skills help a people identify the right course of action by comparing situations as they experience them.

As an additional benefit, legal reasoning teaches students to consider others’ perspectives and thereby learn to appreciate that there may be more than just one side to a question. The starting point to much legal reasoning is an excellent understanding of the other side to any problem. By being exposed to other perspectives, people develop a sense of intellectual humility and honesty, and become more open to other points of view.

We have failed our young learners in America by leaving law to “law school.” Like math, science, English, and history, law needs to be a discipline taught in elementary, middle, and high school so that students can become more productive adults. If we learn law young, we will have a less contentious and more democratic society.

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Essay on Legal Education in India

Students are often asked to write an essay on Legal Education in India in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Legal Education in India

Introduction.

Legal education in India refers to the education of lawyers before they begin practice. It includes studying law directly as an academic discipline.

The history of legal education in India can be traced back to 1860. The first law department was started in Mumbai’s Government Law College.

Types of Law Degrees

In India, law degrees come in several forms. The most common is the LLB degree, which is a three-year course taken after graduation.

Law Schools

There are numerous law schools in India, with the most prestigious being the National Law School in Bangalore.

250 Words Essay on Legal Education in India

Legal education in India plays a pivotal role in creating a society that is governed by the rule of law. It is the backbone of a democratic nation like India, where the law is an essential tool for social engineering and change.

The Evolution of Legal Education

The evolution of legal education in India can be traced back to the establishment of the first law school in Kolkata in 1855. With the advent of globalization, the nature and scope of legal education in India have significantly transformed. The introduction of five-year integrated law programs has revolutionized the legal education system, integrating professional education with traditional undergraduate knowledge.

Challenges and Opportunities

Despite its evolution, legal education in India faces several challenges. The principal challenge lies in the curriculum, which is often criticized for being outdated and not in line with the current legal scenario. Another issue is the lack of practical exposure, which hinders the development of essential skills in budding lawyers.

However, these challenges also present opportunities for improvement. There is a growing recognition of the need for curriculum reform, with a focus on practical training and skill development. Furthermore, the increasing demand for legal professionals in various sectors opens up new avenues for law graduates.

In conclusion, legal education is an integral part of India’s education system. While it faces certain challenges, the potential for growth and improvement is immense. By harnessing these opportunities, India can strengthen its legal education system, thereby contributing to the establishment of a more robust legal framework.

500 Words Essay on Legal Education in India

Introduction to legal education in india.

The history of legal education in India can be traced back to the establishment of the first law department at the University of Calcutta in 1855. Since then, the system has grown exponentially, with the introduction of five-year integrated law programs and the establishment of national law universities. These changes marked a shift from the traditional three-year law degree after graduation to a more holistic approach that begins after high school.

The Role of National Law Universities

The National Law Universities (NLUs) have played a pivotal role in revolutionizing legal education in India. The introduction of the Common Law Admission Test (CLAT) has standardized the admission process, making it more transparent and competitive. The curriculum at these universities is designed to be comprehensive and multidisciplinary, focusing not only on law but also on areas such as economics, political science, and sociology. This broad-based education provides students with a holistic understanding of the law and its interplay with society.

Practical Aspects of Legal Education

Legal education in India is not confined to the classroom. Moot courts, internships, and research projects are an integral part of the curriculum. These practical aspects provide students with firsthand experience of the legal profession. Moot courts simulate real-life court proceedings, enabling students to develop their advocacy skills. Internships provide students with exposure to the workings of law firms, courts, and other legal institutions. Research projects foster critical thinking and analytical skills, preparing students for a career in academia or policy-making.

Challenges and the Way Forward

Despite the significant strides made, legal education in India still faces several challenges. These include outdated curricula, inadequate infrastructure, and a lack of qualified faculty. Moreover, there is a need to strike a balance between theoretical knowledge and practical skills.

To address these issues, legal education in India needs to continuously evolve and innovate. The curriculum should be regularly updated to reflect changes in law and society. There should be a greater emphasis on experiential learning to bridge the gap between theory and practice. Further, faculty development programs should be initiated to enhance the quality of teaching.

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Fixing Law Review Critics

By  Brian Farkas

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John G. Browning’s recent essay on Inside Higher Ed fires many of the traditional bullets at student-edited law journals: They are overly theoretical, redundant, costly, and despite being edited by 20-somethings, are clumsily adapted to the digital age. I serve as editor-in-chief of Cardozo Law School’s Journal of Conflict Resolution , apparently one of these outmoded publications. Like most student editors, I’ve become accustomed to reading criticisms like these. Similar sentiments have been published in The New York Times , The Atlantic , and Legal Affairs. Browning is in good company.

Critics have their hearts in the right place. But their arguments are flawed in two ways: First, they dramatically overgeneralize the varied landscape of student-edited legal journals and the articles they publish. Second, critics view the primary mission of law journals as helping appellate judges and practicing lawyers. In fact, students are the primary beneficiaries of law reviews. Practicing lawyers and judges are important audiences too, but not as central as critics claim.

Nailing Down the Complaints

Criticism of law journals, like criticism of lawyers, is a time-honored American tradition. The common argument goes like this: Law journals publish bizarre theoretical pieces that are totally removed from real-world legal practice. As journals proliferate, they are becoming increasingly useless to practicing lawyers, and are failing in their primary mission of influencing judicial opinions. Browning makes his case, like many critics do, by citing some pompous-sounding topics of recently published pieces.

The vision of useless “theory” articles gained traction last year with a comment by U.S. Supreme Court Chief Justice John Roberts: “Pick up a copy of any law review that you see,” he said, “and the first article is likely to be, you know, the influence of Immanuel Kant on evidentiary approaches in 18th-century Bulgaria, or something which I’m sure was of great interest to the academic that wrote it, but isn’t of much help to the bar.”

This system persists, say the critics, because law professors are either innately interested in these abstruse topics or merely write under the pressure of the publish-or-perish system. More cynically, law schools themselves have a secondary incentive for subsidizing law reviews (which often operate at significant financial losses). Schools aim to build their reputations in specialty fields. “Reputation” is often code for the infamous reputational index on U.S. News & World Report -- a ranking of schools’ programs by professors in a particular field. If a school hopes to build its rank in taxation, for example, it might consider creating a tax law journal. Such a journal would allow tax scholars to publish with the school, probably bring such scholars to campus to participate in conferences, and generally increase the reputation of the school among experts in the field.

In short, critics cast law journals as nothing more than vehicles for prestige for schools and tenure for professors.

A Response: All Theory and No Practice?

To start, critics like Browning severely overgeneralize the landscape of law reviews. All student-edited legal publications are lumped together into a monolithically useless heap. In the minds of critics, these journals all publish on obscure theories of legal philosophy and hermeneutics. This is simply not the reality.

Yes, some journals are “theory-heavy”—the Yale Law Journal , William & Mary’s Bill of Rights Journal , and Washington University’s Jurisprudence Review , to name a few. But average law reviews and most specialty journals (journals that focus on particular areas, like real estate or intellectual property) are keenly interested in publishing relevant scholarship. Don’t believe me? Visit a few law journal websites and scroll through their recent tables of contents. Sure, you’ll encounter the occasional oddball pretentious titles. But you’ll also find articles firmly grounded in reality — articles that, as Sherrilyn Ifill of the University of Maryland said, “offer muscular critiques of contemporary legal doctrine, alternative approaches to solving complex legal questions, and reflect a deep concern with the practical effect of legal decision-making on how law develops in the courtroom.” Indeed, many law journal articles are written or co-written by practicing attorneys.

My own journal is a good example. We publish exclusively on arbitration, negotiation and mediation—all very practical processes for problem-solving, particularly in a world where the vast majority of cases settle out of court. To the extent that we publish “theory,” the articles discuss innovative designs for new adjudicative or dispute resolution systems.

Another rebuttal. Critics of law reviews complain that we’re failing at our key mission — being cited by appellate courts. Since when is judicial citation our raison d’être? Don’t get me wrong: I fantasize about Justice Kagan going to sleep with a copy of the Journal of Conflict Resolution on her nightstand before hearing a case arising under the Federal Arbitration Act. But contrary to the assertions of critics, I have never met a fellow law journal editor who selects articles for publication solely (or even predominantly) because of the likelihood that a judge somewhere may someday cite it. We choose articles that are thought-provoking and cutting-edge, but not merely because we desire judicial attention.

A corollary point is that law reviews do not necessarily need to be cited by courts in order to aid practicing attorneys. Attorneys facing specific legal situations often search journal databases for a starting point. Articles they discover serve as both invaluable synopses and comprehensive bibliographies of relevant precedents and statutes. That sort of impact is very difficult to measure unless the article itself is cited by a judge. (And since the great majority of cases settle before a judge ever sees them, how reliable a metric are judicial citations anyway?).

Critics underscore the role of law reviews in aiding practicing attorneys. This is surely one of their important functions. But the truth is, journals also exist for the benefit of their student editors. Students hone their legal research and writing skills by doing careful editing, citation formatting, and proposition-checking. They produce their own publishable pieces of original scholarship, usually commentaries on recent cases. Third-year students have the additional experience of managing a large team, controlling a significant budget, and interacting with leading scholars from around the world. Even if no appellate judge ever cites an article, the average student will still have grown tremendously by editing it.

Browning worries that student-edited journals are not useful for practicing attorneys. I disagree. But even adopting his assertion, attorneys still have access to innumerable attorney-edited journals published by bar associations across the country. Student law reviews are not their only resource, or even necessarily their best resource.

A Concession: An Archaic Publishing Process

Browning is absolutely right in one respect: the current model of journal publishing is entirely outdated. (I suspect this is true for non-legal academic journals too). Right now, law reviews submit content to one of the handful of specialized law review publishers. Those publishers print the content and mail our book-like volumes to subscribers. The publisher also sends that content to Westlaw and LexisNexis, the two major online legal research databases. Journals charge a small subscription fee and, sometimes, a content reuse fee if their articles are reprinted in textbooks. West and Lexis charge a great deal more. Most journals operate at a loss.

What is peculiar about this system is that many journals also publish their content as PDFs on their websites. PDFs, of course, are searchable by Google and easily findable through Google Scholar. For free. In the 21st century, I have absolutely no idea why any library or practitioner subscribes to the print edition of any law journal. (Though don’t repeat that to our valued subscribers). And I have absolutely no idea why any law school wastes money subsidizing the cost of printing and mailing them. (Though don’t repeat that to my generous dean).

The answer is probably about competition; no law school wants to be the first to go “online only.” If prestige is truly the obstacle — we are talking about lawyers here — the solution is an industrywide collusion. If deans from a collection of law schools discussed this, perhaps during an Association of American Law Schools (AALS) conference, they could reach a disarmament agreement. Depending on the number of journals a school operates, this shift could easily save five or six figures annually.

As the digital age moves along, law reviews should reject not only print publication, but also the very idea of distinct “volumes” and “issues.” What is an “issue” of a law journal but a collection of articles on a random assortment of current topics? Few issues have a single unifying theme that merits their being bound together in a book format. Law journals should move to a model of rolling deadlines more akin to digital journalism. Scholarship can be published whenever it is ready, and at a much lower cost.

Concluding Thoughts

If the goal of law journals is to influence appellate judges in their day-to-day decision-making, perhaps they are failing. But most journals don’t (or shouldn’t) adopt that as their sole metric for success. A better metric is what the students on the journal are gaining from the experience. Journals expose law students to truly complicated, confusing, complex writing. Some of that writing is terrible and pompous, some vivacious and sharp. Some is hackneyed, some is intellectually subversive and trailblazing. Thus, academic legal writing mirrors the mélange of actual writing — i.e., briefs, memos and judicial opinions — that attorneys will encounter throughout their careers.

Journals teach student editors to sharpen complex legal arguments, clarify language, format intricate citations, and work long hours to hone a final product. More sentimentally, the journal process reminds students that no legal doctrine is static. Law is subject to thinking and rethinking, argument and re-argument. Authority can not only be cited but questioned — by smart lawyers, through their writing.

There is so much to fix in modern legal education. Are student-edited law journals really so bad?

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ANTI-SEMITIC ATTITUDES OF THE MASS PUBLIC: ESTIMATES AND EXPLANATIONS BASED ON A SURVEY OF THE MOSCOW OBLAST

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JAMES L. GIBSON, RAYMOND M. DUCH, ANTI-SEMITIC ATTITUDES OF THE MASS PUBLIC: ESTIMATES AND EXPLANATIONS BASED ON A SURVEY OF THE MOSCOW OBLAST, Public Opinion Quarterly , Volume 56, Issue 1, SPRING 1992, Pages 1–28, https://doi.org/10.1086/269293

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In this article we examine anti-Semitism as expressed by a sample of residents of the Moscow Oblast (Soviet Union). Based on a survey conducted in 1920, we begin by describing anti-Jewish prejudice and support for official discrimination against Jews. We discover a surprisingly low level of expressed anti-Semitism among these Soviet respondents and virtually no support for state policies that discriminate against Jews. At the same time, many of the conventional hypotheses predicting anti-Semitism are supported in the Soviet case. Anti-Semitism is concentrated among those with lower levels of education, those whose personal financial condition is deteriorating, and those who oppose further democratization of the Soviet Union. We do not take these findings as evidence that anti-Semitism is a trivial problem in the Soviet Union but, rather, suggest that efforts to combat anti-Jewish movements would likely receive considerable support from ordinary Soviet people.

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What Is Project 2025, and Why Is Trump Disavowing It?

The Biden campaign has attacked Donald J. Trump’s ties to the conservative policy plan that would amass power in the executive branch, though it is not his official platform.

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By Simon J. Levien

Donald J. Trump has gone to great lengths to distance himself from Project 2025, a set of conservative policy proposals for a future Republican administration that has outraged Democrats. He has claimed he knows nothing about it or the people involved in creating it.

Mr. Trump himself was not behind the project. But some of his allies were.

The document, its origins and the interplay between it and the Trump campaign have made for one of the most hotly debated questions of the 2024 race.

Here is what to know about Project 2025, and who is behind it.

What is Project 2025?

Project 2025 was spearheaded by the Heritage Foundation and like-minded conservative groups before Mr. Trump officially entered the 2024 race. The Heritage Foundation is a think tank that has shaped the personnel and policies of Republican administrations since the Reagan presidency.

The project was intended as a buffet of options for the Trump administration or any other Republican presidency. It’s the latest installment in the Heritage Foundation’s Mandate for Leadership series, which has compiled conservative policy proposals every few years since 1981. But no previous study has been as sweeping in its recommendations — or as widely discussed.

Kevin Roberts, the head of the Heritage Foundation, which began putting together the latest document in 2022, said he thought the American government would embrace a more conservative era, one that he hoped Republicans would usher in.

“We are in the process of the second American Revolution,” Mr. Roberts said on Real America’s Voice, a right-wing cable channel, in early July, adding pointedly that the revolt “will remain bloodless if the left allows it to be.”

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Elektrostal

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Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189.

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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