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Developing Ethical Insights

Developing Ethical Insights . The Way Things Happened . The Way Things Happened . Our story begins 6 years ago when I first articulated the purpose of a legal ethics mandatory course - developing ethical Insight.

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Developing Ethical Insights

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  1. Developing Ethical Insights
  2. The Way Things Happened
  3. The Way Things Happened Our story begins 6 years ago when I first articulated the purpose of a legal ethics mandatory course - developing ethical Insight. I first wrote about my concept in an article entitled "Teaching legal Ethics as Part of Legal Education in Israel"
  4. The Way Things Happened More and more legal ethics' lecturers in Israel began to implement this approach. Yet, I felt that my students were not developing "enough" ethical insight. First, I blamed the students "I'm working very hard to prepare the course and they are not investing in it; they don't read class materials…"
  5. The Way Things Happened One day I thought "maybe I'm doing something wrong in my class; maybe I need a method to enhance the purpose of developing ethical insight.“ I realized that I/we need professional guidance as to teaching methods!!
  6. The Way Things Happened In 2010 I co-founded the David Weiner Center for Lawyers Ethics and Professional Responsibility, Israel’s first Center for research and for the teaching of ethics and the professional responsibility of lawyers. It serves both the academic and professional communities, and aims to offer them knowledge, tools and added value in these fields. While it is located at the law school where I teach, the Center is unique in that it is a joint effort of all the 14 Law schools in Israel.
  7. The Way Things Happened One of the Center’s main goals is to develop, enhance and expand the teaching of lawyers' ethics and professional responsibility within Israel’s law schools and the legal profession.
  8. The Way Things Happened In 2011 the Center hired a private company that specializes in effective teaching in order to develop for us the needed method and class format. http://www.methodic.co.il/PublicUI/EnglishEssentials.aspx
  9. The Way Things Happened The process took many, many hours of joint effort – legal ethics lecturers talking with the company's professionals (the head of the team had a law degree). The company had access to students' course evaluations, all my teachers' notes etc. Course drafts were continually reviewed until I was satisfied with the outcome.
  10. The Way Things Happened The company then provided for us a methodical class format and a fully detailed class-plan on the theme of conflict of interest. All of Israel’s legal ethics' teachers were invited by the company to a full day of training in teaching the new format. Later, we wrote together, without the company, another fully detailed class-plan on the theme of confidentiality and privilege.
  11. The Purpose of the Course is Developing Ethical Insight Ethical insight is the capacity to discern the true nature of a situation involving an ethical dilemma. Ethical Discretion is built on two tiers: The ability to identify ethical dilemmas. The ability to approach and solve the dilemma.
  12. The Goal of the Course A course graduate will have the ability to: Identify an ethical dilemma in any given situation. Have the ability to define the conflicting interests/values in the situation. Have the ability to detect the applicable rule. Be able to elaborate and explain ways of approaching the dilemma.
  13. Basic Principles of the Course The main purpose of the course is to develop in its students the first stage of ethical insight The key theme is – facing ethical dilemmas Reducing black-letter law teaching The course begins with preliminary lessons on such subjects as: what is a profession, the distinction between law and ethics, the purpose of legal ethics, the disciplinary system. In order to foster the development of ethical insight all specifically relevant classes should have a similar format.
  14. Classes specifically relevant to Ethical Insight: In all these classes the content should come from the students. "Reverse teaching" – rather than the teacher pouring content into the students, in order to create ethical insight it is the students who produce the contents. The content from the students is produced through discussing stories/examples taken form case law, Bar Association's decisions, newspapers, or questions asked the lecturer by lawyers. The stories are the anchor of learning; the ethical rules evolve from the stories not the other way around.
  15. Classes specifically relevant to Ethical Insight: The lecture can be organized according to the order of the ethical rules. However, it is always the story and the class discussion of this story which precedes presentation of the rule. After class –the class discussion continues with more examples presented in the course’s on-line forum.
  16. Class Format: Conflict of Interest
  17. Class Format
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