In Search of a Modern Confucius for Effective Teaching in Law : A Trial Project to Promote Interactive Learning in Taiwan (松浦好治教授退職記念論文集)
This paper observes and reviews the progress of interactive learning in a Taiwan eConfucius Drama Classroom. Based on accumulated findings in a law classroom of blended learning, an innovative pedagogy is introduced to promote conversational teaching with passive students. The Socratic pedagogies may have led the western movements towards interactive learning. Given a different educational heritage in Taiwan, the constructivist teaching value may be realised with culturally situated methods to achieve Socratic ends. The ideas of “guided independent learning” are thus proposed with the back-up of filed findings. In the classroom of a modern Confucius, the teacher remains to be respected, yet learning-centred pedagogies are adopted to lead the students to become active and reflective learners.
An Interdisciplinary Framework for Understanding and Cultivating Law Student Enthusiasm
Anecdotal evidence abounds about the loss of enthusiasm experienced by law students. Law review articles too note this loss of enthusiasm and the demoralization of law students that occurs during their time in law school. However, although the loss of law student enthusiasm is frequently noted, little has been done to systematically analyze law student enthusiasm. Existing literature does not provide a definition of "law student enthusiasm" or a foundation of theory and research for understanding law student enthusiasm and its significance in legal education.In an effort to fill the gap in our understanding of law student enthusiasm, this article establishes "the enthusiasm paradigm": a new framework for understanding and cultivating law student enthusiasm. This article proposes a definition of "law student enthusiasm," drawing on psychology theory and research. Specifically, this article defines "law student enthusiasm" as law student interest for law study and vitality associated with law study. The article identifies the cultivation of law student enthusiasm as a priority for legal education. The article then applies psychology theory and research regarding interest and vitality to legal education, examining particular aspects of legal education that warrant reexamination through the lens of the enthusiasm paradigm. The article suggests numerous changes to legal education in order to cultivate law student enthusiasm, while also accomplishing the other important goals of legal education.
The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
Abstract This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.