로여링을 통한 맥락추론교육
Clinical Legal Education of Contextual Reasoning
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참고문헌
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초록
The contextual reasoning is derived from feminist practical reasoning based on the experiences of the excluded people including women as continually asking questions, and combines an Aristotelian-style practical deliberation with the feminist consideration of multiple perspectives, emphasizing on context. The epistemology of contextual reasoning is critically feminist standpoints which suggest the knowledge is socially situated and the people who experienced oppressions can understand other kinds of oppressions through reflection better than the people without the experience. The legal education of contextual reasoning can enhance law students to understand legal system and to develop legal reasoning as practicing with client in the field. Students sympathetically listen to the client’s experience with sensitivity of cultural and class differences, racism, and sexism. The client’s storytelling offers that students help in stretching their perspectives which open possibilities for examining and improving the quality of attorney-client relationship. Students become a supportive and respectful learner from the client’s life as asking questions of the excluded in the context of the client’s life. Students interact with clients to solve the problem using contextual reasoning. They develop a contextualized presentation of the client’s participation in events. This pedagogical method can be a model of prospective Korean law schools, which will take many institutional matters in order to implement it into the curriculum. Despite any barriers, the contextual reasoning with clinical education enriches no doubt the Korean traditional classroom in the law schools.
Abstract
The contextual reasoning is derived from feminist practical reasoning based on the experiences of the excluded people including women as continually asking questions, and combines an Aristotelian-style practical deliberation with the feminist consideration of multiple perspectives, emphasizing on context. The epistemology of contextual reasoning is critically feminist standpoints which suggest the knowledge is socially situated and the people who experienced oppressions can understand other kinds of oppressions through reflection better than the people without the experience. The legal education of contextual reasoning can enhance law students to understand legal system and to develop legal reasoning as practicing with client in the field. Students sympathetically listen to the client’s experience with sensitivity of cultural and class differences, racism, and sexism. The client’s storytelling offers that students help in stretching their perspectives which open possibilities for examining and improving the quality of attorney-client relationship. Students become a supportive and respectful learner from the client’s life as asking questions of the excluded in the context of the client’s life. Students interact with clients to solve the problem using contextual reasoning. They develop a contextualized presentation of the client’s participation in events. This pedagogical method can be a model of prospective Korean law schools, which will take many institutional matters in order to implement it into the curriculum. Despite any barriers, the contextual reasoning with clinical education enriches no doubt the Korean traditional classroom in the law schools.
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