Teaching International Law.

• Author: Hilpold, Peter.
• TeilnehmendeR: Nesi, Giuseppe.
• Place / Publishing House: Boston : : BRILL,, 2023.; ©2024.
• Year of Publication: 2023
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (530 pages)

Teaching Internation Law is a topic of great interest in international law academia. This book brings together a large number of international lawyers from all over the world presenting the state of the art of this discipline.

Table of Contents

Front Cover -- Half Title -- Series Information -- Title Page -- Copyright Page -- Contents -- Prologue -- Figures and Tables -- Abbreviations -- Part I Introduction -- Introduction -- Part II The "Global" Perspective -- Chapter 1 Teaching International Law in the 21st Century: Opening the Hidden Room in the Palace of International Law -- 1 Introduction -- 2 Pedagogics and il at Universities -- 3 "Research-Informed Teaching" - the "Humboldtian Dilemma" -- 3.1 Setting the Stage -- 3.2 What Does "Research-Informed Teaching" Mean? -- 3.3 The Meaning of "Employability" - with Special regard to TIL -- 4 "Lean University Management" and Its Applicability to Higher Education and to TIL in Particular -- 4.1 The Growing Competition in TIL -- 4.2 The Teacher's Perspective -- 4.3 The University Perspective - "Lean University Management" and "New Public Management" (NPM) -- 4.4 A First Stock-Take -- 5 The VUCA Approach -- 6 Different Country Situations -- 6.1 The Slow Development from Insular Thinking towards Globalization -- 6.2 The Situation in the US -- 6.3 The Situation in Europe -- 6.4 Some Common Challenges for International Law Curricula in Europe (and Beyond) -- 6.5 A Common European University Space? -- 6.6 Moving from the "Archipelago" to the Global Level - with a Particular Eye on "Global Administrative Law - gal" -- 7 The Teacher's Role in Constituting and Developing il: Promise and Prospect -- Bibliography -- Chapter 2 U.S. Approaches to Teaching International Law in a Global Environment -- International Law in a Globalized Environment1 -- What Will the Post-covid-19 World Be Like? -- Who Is the Audience for International Law Teaching? -- Students -- Continuing Legal Education for Licensed Practitioners -- Public Officials -- General Public -- What Are the Goals and Objectives of Teaching International Law to These Groups?.

What Should Be the Content of International Law Teaching? -- What to Teach? -- Who Teaches International Law? -- Wrapping Up -- Bibliography -- Chapter 3 Teaching International Law Today and the Human Person -- 1 Introduction -- 2 Four Introductory Models -- (a) Lev Tolstoj -- (b) Edgar Morin -- (c) Robin L. West -- (d) Anthony Seldon -- 3 What Is 'Teaching' (Ultimately For)? -- 4 The Teacher's Conception of International Law and the Socio-Institutional Framework Surrounding International Law Teaching -- (a) International Law Teaching as a Reflection of One's Own Conception of Law and of International Law -- (b) Teaching in Today's Universities -- (c) A Few Examples -- (1) Research Excellence Framework (REF) in the United Kingdom -- (2) Evaluation of Research Quality ('Valutazione della qualità della ricerca', VQR) in Italy -- (3) Departments of Excellence in Italy -- (4) Vacancy Adverts -- (d) Education and the Media in International Law -- (1) Education -- (2) Media -- 5 Teaching as 'Living Example' and the 'Human Person' -- (a) Teaching International Law as a Profession -- (b) The 'Human Person' -- (c) Placing the Human Person, Empathy, and the School at the Centre Stage -- 6 Conclusion -- Bibliography -- Chapter 4 What Is a Good International Law Teacher? -- (a) Doctrinal Knowledge -- (b) Practice -- Bibliography -- Chapter 5 Is There an Art of Teaching International Law? -- I International Law as a Legal Order -- II International Law as Practice -- Chapter 6 Teaching International Law: The Added Value of Working as a Diplomat-Jurist -- 1 Introduction -- 2 The CSCE and the OSCE -- 3 The International Criminal Court negotiations -- 4 The United Nations -- 5 Final Remarks -- Bibliography -- Part III National and Regional Perspectives, New Methodological Approaches -- Chapter 7 Teaching International Law from a European Perspective.

1 Introduction -- 2 What Is Teaching International Law "from a European Perspective"? -- 3 Why So Much Attention to the EU? -- 4 Concluding Observations -- Bibliography -- Chapter 8 Teaching Global Administrative Law: A New Domain for Administrative Law? -- 1 Introduction -- 2 Why the Global Order Is Complex and Why It Could Become a Global Disorder -- 3 How to Study a Fragmentated Global Order -- 4 How to Teach GAL? -- 5 The International Organization for Standardization (ISO) and the Codex Alimentarius Commission as Global Standard-Setting Bodies -- 6 The International Conference on Harmonization (ICH) -- 7 Global Powers, Juridification Process and Rule of Law -- Bibliography -- Chapter 9 International Law and Interdisciplinarity -- 1 Three Reasons for Interdisciplinarity -- 2 Interdisciplinarity and the Change in International Law's Scope -- 2.1 Monism and Dualism -- 2.2 What Is Transnational Law? -- 2.3 Facets of Transnational Law -- 2.3.1 Legal Pluralism -- 2.3.2 The Legal Regimes of the Globalized Markets -- 2.3.3 Global Governance and Public International Authority (IPA) -- 2.3.4 Global Constitutionalism -- 2.4 How to Manage Transnational Legal Conflicts -- 3 Interdisciplinarity and International Law's Content -- 4 Interdisciplinarity and Law's Overall Social Rationale -- 4.1 Paradigms of Order and Paradigmatic Revolutions -- 4.2 The Unitary Paradigms of Order -- 4.3 The Post-unitary or Pluralist Paradigms of Order -- 4.4 How to Locate the Concepts of Legal Theory within the Context of the Paradigms of Order -- 5 The Roads to Interdisciplinarity and the International Law Teacher: Epistemic, Curricular and Pratical Obstacles for Interdisciplinarity -- References -- Chapter 10 Teaching International Law as "Law of the Land": Taking into Account the Domestic Nexus -- Introduction.

1 Every Law Student Needs a Sound Introduction to International Law -- 2 Public International and Regional Integration Law Must Always Be a Compulsory Subject, and Students Must Acquire This Expertise in Order to Graduate -- 3 Private International Law and Comparative Law Should Also Be Compulsory Subjects at an Early Stage (at Least as an Overview in General Introductions to Private Law) -- 4 English or Specific English Legal Terminology Should Be Included in Compulsory Training -- 5 Don't Let International Law Become an Exotic Subject Only Taken by Those Already Interested -- 6 The Concretization of International Aspects in Relation to Domestic Law Must Be Better Addressed -- 7 Quality and Transparency with regard to International Aspects, or Even the Existence of a Conceptual Approach, Must Be Guaranteed -- Conclusion -- Bibliography -- Chapter 11A Teaching International Law in Germany: Is the Legal Regime on Teaching Law Still Adequate? -- I Introduction -- II Basics on the Legal Training in Germany -- 1 Some Historic Considerations -- 2 The Status of International Law in the German Legal System -- 3 Objective of Legal Training as Traditionally Understood -- III Specifics on Legal Training in Germany -- 1 The 'State Examination'[Erste/Zweite Juristische Prüfung] as the Compass for the Legal Training -- 2 Who is Teaching International Law? -- 3 Which Students Choose International Law? -- IV Some Tentative Conclusions -- Chapter 11B Teaching International Law in Germany: Some Additional Remarks by a Former Parliamentarian, Practitioner and Teacher -- My Perspective -- International Law as a Contribution to a more Peaceful World -- The Importance of Legal Training -- The Recruitment of the Judiciary -- The Recruitment of Members of Parliament -- The German-French Parliamentary Assembly (Deutsch-Französische Parlamentarische Versammlung [DFPV]).

Chapter 11C Teaching International Law in Germany: Constitutional Safeguards for the Freedom of Research and Teaching -- I Teaching Law -- II The Guarantee of Free Research and Teaching in the German Basic Law -- III European and International Law -- IV Threats to Free Research and Teaching -- Part IV Teaching Different Sub-disciplines of International Law -- Chapter 12 Teaching International Economic Law in the 21st Century -- I Perspectivism and Existentialism in International Economic Law -- II What Is International Economic Law? What Are Its Objectives and Regulatory Challenges? -- 1 Diverse Conceptions of International Economic Law -- 2 Changing Functions, Structures and Regulatory Paradigms of iel -- 3 Regulatory and Methodological Challenges -- III Diversity of National and Regional Approaches to IEL -- IV The Historical Evolution of IEL: Policy Lessons? -- 1 Need for Adjusting 'Embedded Liberalism'? -- 2 IEL and Economics: 'Enlightenment Now'? -- 3 Are Human Rights Part of IEL? -- 4. 'Transforming Our World' through IEL? -- Bibliography -- Chapter 13 Teaching International Investment Law Requires a Holistic Approach -- 1 The Right Historic Starting Point -- 2 The Central Importance of the Rule of Law -- 3 The New Tension between EU Law and International Investment Law -- 4 Outside the Brussel's Bubble -- 5 A Call for a Holistic Approach in Teaching International Investment Law -- 6 Using Multiple Teaching and Learning Tools -- List of Literature -- Part v Tools, Instruments, Resources -- Chapter 14 Visualising International Law: Movies and Image References in Teaching International Law -- I Introduction -- II General Considerations -- 1 Cultural References and Credibility -- 2 Drawing Boundaries -- 3 Copyright Issues -- III Images -- IV Film -- V Graphs and Charts -- Annex: Teaching materials -- Bibliography.

Chapter 15 Writing an International Law Textbook.