Three Problems of Legal Education in China

• Yang Yang ^[1]
  1. [1] University of Alicante / Shenyang Normal University
• Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 1331-1339
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • Since the 1980s, Chinese legal education has been developed for more than forty years, a path ofimitation and learning from western countries with rule of law, which seems to have no other choice. Duringthe period of the Qing (1636-1912), we were obsessed with Japan; during the period of the KMT (1928-1949),we were obsessed with Germany; after the establishment of New China (1949-), we were obsessed with theformer Soviet Union, and after the reform and opening up (1980-), we were obsessed with the U.S. Chineselegal education still has not a growth by own strength, and its utilitarianism is becoming prominent. The curriculumof Chinese legal education is simple and rough, and there is a constant disconnection between teachingand legal practice; the talents trained by law schools are not applicable to the needs of the legal profession,and the lack of faith and professionalism has led to a large number of judicial corruptions. Both teachers andstudents habitually separate legal education from other disciplines, and legal education does not receive thenecessary support from other disciplines; the degree of international participation is low, and the vast majorityof law schools are not accepted to legal education and legal practice in other countries and regions.