Több mint 4 millió cím angol és más nyelveken! Fedezd fel új történetedet még ma!

Rendelés állapotának ellenőrzése

Kapcsolat

Language of Law School

Learning to "Think Like a Lawyer"

Szerző: Elizabeth Mertz

Nyelv:

Kötés: Puha kötésű

Kiadó: Oxford University Press Inc

Elérhetőség: Beszállítói készleten

Küldés 14-21 napon belül

34 478 Ft

Anyone who has attended law school knows that it invokes an important intellectual transformation, f...

Információk a könyvről

Szerző

Elizabeth Mertz

Nyelv

Angol

Kötés

Könyv - Puha kötésű

Kiadva

2007

oldal

336

EAN

9780195183108

ISBN

019518310X

Enbook ID

04516720

Kiadó

Oxford University Press Inc

Súly

478

Méretek

158 x 233 x 19

Teljes leírás

Anyone who has attended law school knows that it invokes an important intellectual transformation, frequently referred to as "learning to think like a lawyer". This process, which forces students to think and talk in radically new and toward different ways about conflicts, is directed by professors in the course of their lectures and examinations, and conducted via spoken and written language. Beth Mertz's book is the first study to truly delve into that language to reveal the complexities of how this process takes place. Mertz bases her linguistic study on tape recordings from her first year Contracts courses in eight different law schools. She knows how all these schools employ the Socratic method between teacher and student, forcing the student to shift away from moral and emotional terms in thinking about conflict, toward frameworks of legal authority instead. This move away from moral frameworks is key, she says, arguing that it represents an underlying world view at the core not just of law education, but for better or worse, of the entire US legal system - which, while providing a useful source of legitimacy and a means to process conflict, fails to deal systematically with aspects of fairness and social justice. The latter part of her study shows how differences in race and gender makeup among law students and professors can subtly alter this process. Written within the tradition of anthropological lingustics, Mertz's work - the first to study law school in this sort of detail - will appeal to a wide spectrum of readers interested in the intersection of law, language, and society: sociolinguists; anthropologists; feminist, race, and social theorists, and law professors.