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Democratic professionalism is as much a practice as it is a constellation of values – a form of re-professionalization built around models of active and collaborative democratic change. One of the many problems inherent in democratic professionalism is the part played by professionals in both the creation and maintenance of human rights, and in the dialogue concerning the nature of freedom in a democracy. Professionals may engage only in technocratic professionalism; or they may play a role in analysing problems of democratic engagement, authenticity and integrity, thus engaging in democratic professionalism. How can we enable students to learn the latter, rather than the former? This paper argues, first, that Dewey's form of educational praxis is one method by which we can encourage democratic professionalism; and that a key element of our approach should be the Deweyan concern with ‘associated life’ and 'associated thought', namely the cultural and social forms of professional association, and the forms and patterns of social thinking that professionals undertake in practice. Second, and moving from the early twentieth century to the early twenty-first century, the internet offers us profound opportunities to engage in new forms of social and educational engagement, and particularly in the applications known as social software. Two case studies are offered. The first describes a regulatory initiative to embody Deweyan forms of associated life, while the second embodies Dewey’s value of associated thinking. I give some examples of how such software has the capability to enrich learning about professional relationships, and to transform professional education and knowledge production. In particular I shall show how critical is the focus on professional relationships early in a programme of study; how learning about and from such relationships can encourage greater engagement with programme content; and what learners can achieve as a result of such engagement. Finally, I analyse how such software could be used to facilitate forms of democratic professionalism in society
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Kobe, Session 7, Multimedia
1.
Supporting student simulation
learning with other technologies Professor Paul Maharg Glasgow Graduate School of Law
2.
signature pedagogies
(Lee Shulman) Sullivan, W.M., Colby, A., Wegner, J.W., Bond, L., Shulman, L.S. (2007) Educating Lawyers. Preparation for the Profession of Law, Jossey-Bass, p. 24
3.
Transforming Legal Education:
four key themes
4.
5.
6.
7.
8.
9.
10.
Roles and interactions
Court Pursuer Firm Defender Firm Client Client Witnesses
11.
Roles and interactions
Non-player Character Player Character Player Character Non-player character Non-player Character Non-player characters
12.
13.
14.
15.
Civil Court Practice
Curriculum Design Webcasts Tutorials SIMPLE Project
16.
Implementation of the
civil court practice curriculum Discussion Forum & FAQs Civil Court Action Simulation (SIMPLE) Practice Management Tutor Tutor/Mentors Civil Procedure Tutorials Practice Management Page Civil Procedure webcasts
17.
Notas del editor
Documents and videos clicks websites
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