Education Commons^™

Why Law Teachers Should Teach Undergraduates, Kevin Clermont, Robert Hillman

Kevin M. Clermont

For many years, members of the law school faculty at Cornell have taught an introduction to law course that is offered by the government department in the College of Arts and Sciences. The course has surveyed law in general, structured thematically around what law is and what law can and cannot do. Although its teachers have used law school pedagogic techniques in the undergraduate setting, they certainly have not intended the course to be a prelaw practice run. In short, the course--The Nature, Functions, and Limits of Law--is a general education course about law. Our experience leads us to believe …

Deconstructing ‘One Voice’ The Movie: Diversity, Justice, And The Media In Taiwan, Chiehwen Ed Hsu

Chiehwen Ed Hsu

A new documentary about the Sunflower Movement seeks to inspire citizen journalists to do their part.

Mirror As Prism, Kenneth Fox

Kenneth H Fox

As cooperative private international dispute resolution practices become increasingly common, it is tempting for conflict practitioners to assume that the human relations insights, skills, and practices that worked well for them at home will be equally effective (and appropriate) in an international, cross-cultural environment. Attending to the human dimension of conflict and interaction should be a central part of global negotiation and dispute resolution practice.

This Essay focuses on two dimensions of reflective and reflexive practice. It first discusses the nature of reflection-on-action and reflection-in-action from a modernist (“reflective”) and postmodern (“reflexive”) perspective. It then examines how engaging with practice …