Quo vadas, Juristen(aus)bildung?

What is it about?

This article criticises the empirical and descriptive approaches that are frequently supported or implicitly expected nowadays in order to determine the objectives of legal studies. It sets a decidedly normative perspective against said approaches. Based on the provisions of higher education law it identifies “Education” to be the central normative category. Firstly, it outlines the meaning of this category. It then indicates specific consequences for legal education in practice, taking as an example the determination of didactic content as well as the styles of teaching law in an academic context and of examination.

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