Teaching International Law.

Teaching International Law.

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.

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Bibliographic Details
:
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)
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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.

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