What Do Changing Cultures of Dispute Resolution Mean for Legal Education
Notice bibliographique
Résumé
In North America, a significant cultural change is taking place in legal practice as a result of the widespread introduction of court-connected and private programs, which aim to resolve litigation matters as early as possible by party agreement. The most complex and far-reaching of these changes is a challenge to the traditional model of the lawyer as a manager of war - the strategic and skillful facilitation of peace now appears to be equally important. The increasing acceptance of processes within civil litigation also has immediate practical consequences for legal practice. Clients, especially repeat users, are starting to expect early efforts to explore settlement, using mediation or other consensual processes wherever possible. Developments within the profession itself include the emergence of specialist counsel; the establishment of ADR Departments in big litigation firms; and the development of collaborative lawyering networks, where lawyers are retained to settle but not to litigate. Similar court-based reforms and private sector initiatives in the management of civil disputing are being implemented - although not yet on the same scale - in the United Kingdom and throughout Europe. As a consequence, similar patterns of change seem likely to be repeated. There is a growing recognition among legal educators at all levels of the need to respond to changes in both the expectations and the realities of the lawyer's role with an enhanced curriculum that more fully equips lawyers to operate successfully in the new millieux of settlement conferences, mandatory mediation, case management and so on. Most lawyers presently in practice have received little or no legal education in the use of methods. But the changing face of legal practice as it responds to developments in presents a challenge for legal education which extends well beyond the development of discrete, supplemental courses - or segments of courses - on negotiation or mediation. A simple add-on approach does not address the fundamental challenges of changing perspectives on dispute resolution, which extend all the way to the normative assumptions of legal education, in particular the traditional emphasis on mastery of substance, competitive individualism and the enduring culture of dichotomies (right/wrong, moral/immoral, win/lose, lawyer/client, etc). This presentation will present the results of qualitative research commissioned this year by the Law Commission of Canada which explores changing cultures of litigation practice among commercial lawyers in Ontario. This research reveals attitudinal, strategic and behaviourial changes, both individual and systemic. These are changes that are fundamental to the modern day and future role of lawyers, and which call into question the conventional premises of legal education and training.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,017 | 0,031 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,013 | 0,041 |
| Communication savante | 0,036 | 0,048 |
| Science ouverte | 0,003 | 0,010 |
| Intégrité de la recherche | 0,008 | 0,016 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,004 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».