The context of the reform of law studies

Abstract

The discussion on the reform of law studies in the last dozens or so years has been centred on a dispute whether the practical skills or academic knowledge shall prevail in the teaching of law. The author argues that the concept of practicality lies somewhere else. What is really important is to what extent studying law equips future graduates with the skills of legal reasoning, that is independent and rational solving of problems. A question is therefore asked if the British experience of a 3-year Bachelor’s course in law and its criticism in Germany may help in the recent discussion whether the Bologna model should also be implemented in law schools in Poland. Consequently, what needs to be discussed includes issues such as: restriction of the availability of law studies by aptitude tests for candidates, a fewer number of obligatory subjects, or stronger ties between the teaching of contemporary law and its economic, cultural and historical context, together with explanation of legal principles and typical conflicts. It is concluded that law studies should last longer than three years, while the social and financial consequences of their lesser availability may be mitigated by other course options with substantial content of legal issues (e.g. law and economic, or law and linguistics).