The Law School and the School of Indigenous Studies at the University of Western Australia (UWA) have embarked on a project to ‘Indigenise’ the UWA Juris Doctor (JD) degree. For the purposes of the project, ‘Indigenise’ is defined as the incorporation of Indigenous knowledges, cultures and experiences throughout the JD in a way that is consistent with our Principles of Indigenisation (see Part IV below). The project began in 2018, and it is expected to take five years to develop the initial curriculum across all units of the JD. This article examines key features of the project in the context of the broader complexities of Indigenisation of curriculum. These features are: (1) an equitable and ongoing partnership between Indigenous and non-Indigenous peoples; (2) a set of best practice principles for Indigenisation; (3) a culturally competent approach; (4) a whole-of-degree basis for curriculum change; and (5) an iterative and supported process for curriculum development and delivery. The term ‘cultural competency’ can be fraught and requires exploration (see Part V below). For now it is sufficient to note that the Indigenisation Project has adopted a definition of cultural competency that consists of three key understandings. First, cultural competency is a journey not a destination; a lifelong active learning process, not a passive state of being. Second, an understanding of Indigenous peoples and contexts, along with the ability to relate to peoples and contexts in accordance with best practice principles. This must include local peoples and contexts (that is, engagement with the Indigenous peoples on whose Country an organisation exists). Third, an ability to articulate and critically engage with one’s own cultural and professional contexts. The structure of this article is reflective of the process-oriented approach taken to the project as a whole, or to put this another way, the ‘how’ informs the ‘what’. The ‘what’ of Indigenous content within any given unit arises from, and sustained by, the processes put in place by the larger project and the partnership between Indigenous and non-Indigenous peoples that underpins it. Parts III - V of this article deal with the importance of that partnership; the principles against which our content is measured; and the ways in which we are developing the cultural competence of our staff and students. These matters are placed in a broader context of their relevance to higher education and to the working environments of the 21st century (Part II). In this regard it is noted that the project is informed by a broad knowledge-base which includes decades of work on cultural competency, including in relation to curriculum development outside of law schools. The legal academy is a relative newcomer to Indigenisation, and there is much to be learned from experiences in other knowledge-disciplines as well as from work done across professional contexts. The final two sections focus more specifically on the im
{"title":"Teaching for the 21st Century: Indigenising the Law Curriculum at UWA","authors":"A. Kwaymullina","doi":"10.53300/001C.12080","DOIUrl":"https://doi.org/10.53300/001C.12080","url":null,"abstract":"The Law School and the School of Indigenous Studies at the University of Western Australia (UWA) have embarked on a project to ‘Indigenise’ the UWA Juris Doctor (JD) degree. For the purposes of the project, ‘Indigenise’ is defined as the incorporation of Indigenous knowledges, cultures and experiences throughout the JD in a way that is consistent with our Principles of Indigenisation (see Part IV below). \u0000\u0000The project began in 2018, and it is expected to take five years to develop the initial curriculum across all units of the JD. This article examines key features of the project in the context of the broader complexities of Indigenisation of curriculum. These features are: (1) an equitable and ongoing partnership between Indigenous and non-Indigenous peoples; (2) a set of best practice principles for Indigenisation; (3) a culturally competent approach; (4) a whole-of-degree basis for curriculum change; and (5) an iterative and supported process for curriculum development and delivery. \u0000\u0000The term ‘cultural competency’ can be fraught and requires exploration (see Part V below). For now it is sufficient to note that the Indigenisation Project has adopted a definition of cultural competency that consists of three key understandings. First, cultural competency is a journey not a destination; a lifelong active learning process, not a passive state of being. Second, an understanding of Indigenous peoples and contexts, along with the ability to relate to peoples and contexts in accordance with best practice principles. This must include local peoples and contexts (that is, engagement with the Indigenous peoples on whose Country an organisation exists). Third, an ability to articulate and critically engage with one’s own cultural and professional contexts.\u0000\u0000The structure of this article is reflective of the process-oriented approach taken to the project as a whole, or to put this another way, the ‘how’ informs the ‘what’. The ‘what’ of Indigenous content within any given unit arises from, and sustained by, the processes put in place by the larger project and the partnership between Indigenous and non-Indigenous peoples that underpins it. Parts III - V of this article deal with the importance of that partnership; the principles against which our content is measured; and the ways in which we are developing the cultural competence of our staff and students. These matters are placed in a broader context of their relevance to higher education and to the working environments of the 21st century (Part II). In this regard it is noted that the project is informed by a broad knowledge-base which includes decades of work on cultural competency, including in relation to curriculum development outside of law schools. The legal academy is a relative newcomer to Indigenisation, and there is much to be learned from experiences in other knowledge-disciplines as well as from work done across professional contexts. \u0000\u0000The final two sections focus more specifically on the im","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43636121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This article examines empirical research which surveyed 69 legal ethics students, and analyses the impact of a short clinical experience on students’ confidence in their later legal studies. It connects the importance of providing meaningful experiences to law students in their degree program in order to build their sense of purpose and intrinsic motivation. While an entire clinical course would be expected to impact positively on students’ confidence and sense of purpose, it is a new finding that even a short clinical experience can have this effect. Building in experiences which reinforce students’ sense of purpose and competence has the potential to support students’ intrinsic motivation for law students studying law. This has flow on impacts for students’ mental health and ability to successfully complete their studies.
{"title":"Developing Students’ Sense of Autonomy, Competence and Purpose Through a Clinical Component in Ethics Teaching","authors":"Anna Cody","doi":"10.53300/001c.10224","DOIUrl":"https://doi.org/10.53300/001c.10224","url":null,"abstract":"ABSTRACT\u0000This article examines empirical research which surveyed 69 legal ethics students, and analyses the impact of a short clinical experience on students’ confidence in their later legal studies. It connects the importance of providing meaningful experiences to law students in their degree program in order to build their sense of purpose and intrinsic motivation. While an entire clinical course would be expected to impact positively on students’ confidence and sense of purpose, it is a new finding that even a short clinical experience can have this effect. Building in experiences which reinforce students’ sense of purpose and competence has the potential to support students’ intrinsic motivation for law students studying law. This has flow on impacts for students’ mental health and ability to successfully complete their studies.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47155759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Effective feedback allows teachers to review, reflect and improve their teaching practices. Students’ feedback is key to teachers’ reflection as they are an important stakeholder in the teaching and learning community. In order for students’ feedback to foster teachers’ critical self-reflection, it is crucial to establish an appropriate opportunity and method to motivate students to provide effective feedback. This article seeks to investigate whether mid-term student evaluations, which are conducted in the middle of the term when the course is taught half-way through, provide a potentially better or alternative opportunity in obtaining honest and effective student feedback so that teachers can hear student voice. This article reports on the findings of an empirical study on both the students’ and teachers’ perceptions on mid-term student evaluations implemented in a few post-graduate law courses at The University of Hong Kong. A total of 73 students and 9 teachers participated in and completed the surveys of this study during the academic years of 2017-2019. The findings suggest that the key factors in motivating the students to provide honest feedback through the mid-term student evaluations are the perceived benefit to the students themselves and their belief that their teachers care about their feedback. This article argues that mid-term student evaluations advance perceived caring of the teachers by showing that the teachers are empathetic, understand and respect students’ views, and are responsive and react to student needs when they listen to what the students say. The findings suggest, however, that the teachers did not perceive the mid-term student evaluations as positively as the students, but the teacher participants believed that they had received generally constructive feedback from their students through mid-term student evaluations. Based on the results of empirical analysis, this article proposes a ‘motivation-driven student evaluation cycle’ which provides a more comprehensive model in setting out the crucial and ideal steps in a student evaluation process to achieve enhancement in students’ learning and teachers’ teaching effectiveness. If both the students and the teachers have more motivation to participate in this evaluation cycle through mid-term student evaluations, then mid-term student evaluations will be instrumental in enhancing teaching and learning.
{"title":"How to Encourage Student Voice: Obtaining Effective Feedback from Law Students in Course Evaluation","authors":"Vicci Y.J. Lau","doi":"10.53300/001c.10225","DOIUrl":"https://doi.org/10.53300/001c.10225","url":null,"abstract":"Effective feedback allows teachers to review, reflect and improve their teaching practices. Students’ feedback is key to teachers’ reflection as they are an important stakeholder in the teaching and learning community. In order for students’ feedback to foster teachers’ critical self-reflection, it is crucial to establish an appropriate opportunity and method to motivate students to provide effective feedback. This article seeks to investigate whether mid-term student evaluations, which are conducted in the middle of the term when the course is taught half-way through, provide a potentially better or alternative opportunity in obtaining honest and effective student feedback so that teachers can hear student voice. This article reports on the findings of an empirical study on both the students’ and teachers’ perceptions on mid-term student evaluations implemented in a few post-graduate law courses at The University of Hong Kong. A total of 73 students and 9 teachers participated in and completed the surveys of this study during the academic years of 2017-2019. The findings suggest that the key factors in motivating the students to provide honest feedback through the mid-term student evaluations are the perceived benefit to the students themselves and their belief that their teachers care about their feedback. This article argues that mid-term student evaluations advance perceived caring of the teachers by showing that the teachers are empathetic, understand and respect students’ views, and are responsive and react to student needs when they listen to what the students say. The findings suggest, however, that the teachers did not perceive the mid-term student evaluations as positively as the students, but the teacher participants believed that they had received generally constructive feedback from their students through mid-term student evaluations. Based on the results of empirical analysis, this article proposes a ‘motivation-driven student evaluation cycle’ which provides a more comprehensive model in setting out the crucial and ideal steps in a student evaluation process to achieve enhancement in students’ learning and teachers’ teaching effectiveness. If both the students and the teachers have more motivation to participate in this evaluation cycle through mid-term student evaluations, then mid-term student evaluations will be instrumental in enhancing teaching and learning.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Steel, L. B. Moses, J. Laurens, Charlotte Brady
{"title":"Use of E-exams in High Stakes Law School Examinations: Student and Staff Reactions","authors":"A. Steel, L. B. Moses, J. Laurens, Charlotte Brady","doi":"10.53300/001c.9461","DOIUrl":"https://doi.org/10.53300/001c.9461","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45862827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Law teachers have debated whether teaching statutory interpretation as a distinct body of law requires that it be taught as a stand-alone subject, or whether it is best to ‘embed’ statutory interpretation within other subjects. There are benefits and problems with both approaches. In addition, there is the question of where in a degree to place a unit on statutory interpretation. In this paper we argue that statutory interpretation can be seen as a distinct and core component of public law. We argue that it is different to, but interconnected with, the other public law subjects of constitutional and administrative law. As such, we suggest that one method of teaching statutory interpretation is to teach it alongside foundational public law concepts and principles in a first-year unit. In our experience, teaching statutory interpretation in this way overcomes several of the common challenges that academics have reported in teaching statutory interpretation.
{"title":"Situating Statutory Interpretation in its Public Law Context","authors":"J. Boughey, L. Crawford","doi":"10.53300/001c.9382","DOIUrl":"https://doi.org/10.53300/001c.9382","url":null,"abstract":"Law teachers have debated whether teaching statutory interpretation as a distinct body of law requires that it be taught as a stand-alone subject, or whether it is best to ‘embed’ statutory interpretation within other subjects. There are benefits and problems with both approaches. In addition, there is the question of where in a degree to place a unit on statutory interpretation. In this paper we argue that statutory interpretation can be seen as a distinct and core component of public law. We argue that it is different to, but interconnected with, the other public law subjects of constitutional and administrative law. As such, we suggest that one method of teaching statutory interpretation is to teach it alongside foundational public law concepts and principles in a first-year unit. In our experience, teaching statutory interpretation in this way overcomes several of the common challenges that academics have reported in teaching statutory interpretation.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extract: Over the past thirty years the need for legal professionals to become culturally competent have been repeated in numerous reports and inquiries. The Indigenous Cultural Competency for Legal Academics Program (ICCLAP) was designed to address this apparent gap in legal education. Led by a team of Indigenous legal academics - the project’s core aims were to consult with Aboriginal and Torres Strait Islander legal services, key stakeholders and legal academics to conceptualise what ICC means in the context of legal education; identify knowledge gaps, professional development needs, and guiding principles for embedding ICC; develop workshops and resources for legal academics; and foster a community of practice to support the embedding of ICC in law curricula.
{"title":"Special Issue Editorial","authors":"Marcelle J. Burns","doi":"10.53300/001c.9770","DOIUrl":"https://doi.org/10.53300/001c.9770","url":null,"abstract":"Extract: Over the past thirty years the need for legal professionals to become culturally competent have been repeated in numerous reports and inquiries. The Indigenous Cultural Competency for Legal Academics Program (ICCLAP) was designed to address this apparent gap in legal education. Led by a team of Indigenous legal academics - the project’s core aims were to consult with Aboriginal and Torres Strait Islander legal services, key stakeholders and legal academics to conceptualise what ICC means in the context of legal education; identify knowledge gaps, professional development needs, and guiding principles for embedding ICC; develop workshops and resources for legal academics; and foster a community of practice to support the embedding of ICC in law curricula.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42152143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Mirror, Mirror on the Wall, who is the Fairest of them All?","authors":"A. Wood, N. Watson","doi":"10.53300/001c.7740","DOIUrl":"https://doi.org/10.53300/001c.7740","url":null,"abstract":"","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43054325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, there has been growing concern about poor mental health and wellbeing of both law students and those in the profession. These concerns have been building for the last two to three decades, and have gathered pace in the last few. As concerns about the impact of lawyering on those in the profession have grown, a separate but related set of developments have been unfolding across universities. Universities all over the world have been developing a heightened awareness of student needs, sensitivities and mental health, and have been considering how teaching methods, materials and styles may impact these. As part of this, a number of North American universities have begun to grapple with the question of whether content to which students are exposed in their degree should contain a ‘trigger warning’. A trigger warning is a cautionary note designed to alert students to potentially sensitive material in a syllabus, and which may, in some circumstances, allow them to be exempted from course content. Trigger warnings have generated significant debate in the United States academy. In other parts of the world, such as Australia, these debates are also gathering pace, with the appropriateness of trigger warnings for clinical legal education now also being considered. This paper explores whether trigger warnings are necessary in clinical legal education. This paper unfolds in three parts. First, drawing upon theoretical concerns about the politics of emotion, including ideas from Sara Ahmed and Judith Butler, I consider the philosophical and conceptual aspects of trigger warnings, including the dangers of academics defining which content is ‘triggering’ and which is not. Second, I explore some of the pedagogical implications that would flow from the use of trigger warnings in law clinics. Third, I examine some of the practical implications of the deployment of trigger warnings in clinics. I argue that academics should be cautious about calls to impose trigger warnings in clinical legal education, because they introduce a series of major philosophical, practical and pedagogical problems. I also argue that although trigger warnings may appear, on the face of it, to align with the values that many clinicians would see as being at the heart of clinical legal education, including social justice, respect for clients, minorities and disadvantaged populations, trigger warnings have the potential to paradoxically instantiate power dynamics, to entrench injustice, and to foreclose intellectual curiosity. They also have a series of implications for the ethics and politics of legal practice, some of which I consider to be both substantial and antithetical to the proper practice of clinical legal education.
{"title":"Do Law Clinics Need Trigger Warnings? Philosophical, Pedagogical and Practical Concerns","authors":"Kate Seear","doi":"10.53300/001c.7671","DOIUrl":"https://doi.org/10.53300/001c.7671","url":null,"abstract":"In recent years, there has been growing concern about poor mental health and wellbeing of both law students and those in the profession. These concerns have been building for the last two to three decades, and have gathered pace in the last few. As concerns about the impact of lawyering on those in the profession have grown, a separate but related set of developments have been unfolding across universities. Universities all over the world have been developing a heightened awareness of student needs, sensitivities and mental health, and have been considering how teaching methods, materials and styles may impact these. As part of this, a number of North American universities have begun to grapple with the question of whether content to which students are exposed in their degree should contain a ‘trigger warning’. A trigger warning is a cautionary note designed to alert students to potentially sensitive material in a syllabus, and which may, in some circumstances, allow them to be exempted from course content. Trigger warnings have generated significant debate in the United States academy. In other parts of the world, such as Australia, these debates are also gathering pace, with the appropriateness of trigger warnings for clinical legal education now also being considered. This paper explores whether trigger warnings are necessary in clinical legal education. This paper unfolds in three parts. First, drawing upon theoretical concerns about the politics of emotion, including ideas from Sara Ahmed and Judith Butler, I consider the philosophical and conceptual aspects of trigger warnings, including the dangers of academics defining which content is ‘triggering’ and which is not. Second, I explore some of the pedagogical implications that would flow from the use of trigger warnings in law clinics. Third, I examine some of the practical implications of the deployment of trigger warnings in clinics. I argue that academics should be cautious about calls to impose trigger warnings in clinical legal education, because they introduce a series of major philosophical, practical and pedagogical problems. I also argue that although trigger warnings may appear, on the face of it, to align with the values that many clinicians would see as being at the heart of clinical legal education, including social justice, respect for clients, minorities and disadvantaged populations, trigger warnings have the potential to paradoxically instantiate power dynamics, to entrench injustice, and to foreclose intellectual curiosity. They also have a series of implications for the ethics and politics of legal practice, some of which I consider to be both substantial and antithetical to the proper practice of clinical legal education.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46696820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the wellbeing of law students. In Australia, empirical research has consistently indicated that law students experience elevated levels of psychological distress. Christine Parker has critiqued wellbeing scholarship, questioning empirical research methodologies, reporting style and data analysis. She contends that wellbeing scholars are facilitating a 'moral panic'. Her concern is that wellbeing is being individualised to the extent that important social, political and economic problems are being ignored. Consequently, she proposes that traditional legal ethics discourse, and the concept of 'sociological imagination', offer potential as universal wellbeing interventions. This article contends that Parker has misinterpreted the position of wellbeing scholars. It argues that wellbeing scholars operate according to a more complex conceptual framework than she suggests. It proposes that Parker’s exploration of the empirical evidence is incomplete, and that her criticism of the research methodologies is unjustified. It suggests that theories regarding the cause of law student psychological distress are most potent when regarded as additive. It proposes that both wellbeing scholars and legal ethics scholars should explicitly promote a conception of a lawyer who is both psychologically healthy and supported by a community directed towards a meaningful public purpose.
{"title":"Alert but not Alarmed: A Response to Parker’s Critique of Wellbeing Scholarship in Law","authors":"C. Carroll","doi":"10.53300/001c.7672","DOIUrl":"https://doi.org/10.53300/001c.7672","url":null,"abstract":"This article explores the wellbeing of law students. In Australia, empirical research has consistently indicated that law students experience elevated levels of psychological distress. Christine Parker has critiqued wellbeing scholarship, questioning empirical research methodologies, reporting style and data analysis. She contends that wellbeing scholars are facilitating a 'moral panic'. Her concern is that wellbeing is being individualised to the extent that important social, political and economic problems are being ignored. Consequently, she proposes that traditional legal ethics discourse, and the concept of 'sociological imagination', offer potential as universal wellbeing interventions.\u0000\u0000This article contends that Parker has misinterpreted the position of wellbeing scholars. It argues that wellbeing scholars operate according to a more complex conceptual framework than she suggests. It proposes that Parker’s exploration of the empirical evidence is incomplete, and that her criticism of the research methodologies is unjustified. It suggests that theories regarding the cause of law student psychological distress are most potent when regarded as additive. It proposes that both wellbeing scholars and legal ethics scholars should explicitly promote a conception of a lawyer who is both psychologically healthy and supported by a community directed towards a meaningful public purpose.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43422190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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