Analysis of Legal Education legal ethics education-毕业论文翻译.docVIP

Analysis of Legal Education legal ethics education-毕业论文翻译.doc

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Analysis of Legal Education legal ethics education-毕业论文翻译

Analysis of Legal Education legal ethics education Summary of the process of building the rule of law and justice and whether the prospect of change path of sustainable development depends largely on the rule of law and nation-building and moral quality of the legal profession were the relationship between the two. In this paper the author analyzes the current legal profession Under the current situation and lack of moral education, and Legal Education legal ethics education and ideas put forward. Keywords Legal Education legal ethics education First, the current legal status and lack of professional ethics education (A) lack of teaching of law At present, China’s Legal Education into the conceptualization, being dogmatic and formal, at the expense of legal justice, values education, the lack of some of the ultimate concern of human values. In Legal Education to teach students knowledge of the law has become a major task , confined to explain the concept, comments Tiaowen, abstract discussion of theoretical in-depth analysis and so on, did not order and justice, students pay enough attention to values. There are even some schools to set up judicial ethics, legal ethics, or ethics courses Professional ethics of the legal mechanisms and personality characteristics in general do not have to study and explore, just limited to teaching the ethics of the legal profession, just stay in the textbooks of the “sermon” level. The school authorities in many respects is one of the functions of education perform ways, and the legal profession’s ethical requirements been diluted or even forgotten. (B) of the faculty and teaching deficiencies At present, the law school legal ethics or legal ethics teaching and research career coaching teachers, most of jurisprudence, procedural law of the teacher, the teacher of ethics in the philosophy discipline. Since most of these teachers belong to a particular fixed “professional” the vast majority of known theoretical

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