Using Computer Supported Argument Visualization to Teach Legal Argumentation
Using Computer Supported Argument Visualization to Teach Legal Argumentation
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使用计算机支持的论证可视化来教授法律论证
DOI：
10.1007/978-1-4471-0037-9_4
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Chad S. Carr
中科院分区：
文献类型：
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作者：
Chad S. Carr
根据美国律师协会的说法，法律的推理是“基本的律师技能”之一;被列为阿坝特别工作组认为最重要的技能之一（MacCrate，1994）。针对这份最近的报告，许多法学院开设了“律师技能”课程，以帮助支持法律的推理（除了报告中列出的其他技能之外）（Schrag，1989年）。然而，并没有太多的迹象表明，这种“基本的律师技能”是如何，或。应该在法律课堂或法律的教育文献中获得（Blasi，1995; MacCrate，1994）。此外，许多法学教授仍然认为，法学院的教育应该侧重于理论和学说，把这些基本技能的发展留给学生（Maurer和Mischler，1994）。
According to the American Bar Association (ABA), legal reasoning is one of the “fundamental lawyering skills”; listed among those skills the ABA task force deems most important (MacCrate, 1994). In response to this recent report, many law schools have introduced courses in “lawyering skills” to help support legal reasoning (in addition to other skills listed in the report) (Schrag, 1989). However, there is not much indication as to how this “fundamental lawyering skill” is, or. should be, acquired inside the law classrooms or in the legal education literature (Blasi, 1995; MacCrate, 1994). Further, many law professors still believe that a law school education should focus on doctrine and theory, leaving the development of these fundamental skills up to the students (Maurer and Mischler, 1994).