 Legal Education - History, Methods and Paradigms: the Contribution of AntiquityGina Orga-Dumitriu ()
Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2025, vol. 17, issue 2, 762-782 Abstract: For today’s law students, who pursue their studies under conditions where their intellectual potential is partially delegated to ever-present automated systems, shedding light on the methods of legal education practiced throughout history reveals itself to be more than just an exercise in legal culture. Understanding the ways in which legal science was taught across different historical periods -times troubled by war and migration, marked by stark social inequalities and personal restrictions, and lacking the accessibility to information and material comfort that characterizes the present - can serve as a valuable recovery of foundational principles and essential meaning. This study adopts a diachronic, comparative, and evolutionary approach to the content and forms of legal education in antiquity, taking into account the different models shaped by the economic, political, and cultural paradigms of the societies in which they were practiced. The ancient civilizations of the Ancient East have left us not only pyramids and temples, Mesopotamian cuneiforms and Egyptian hieroglyphs, Chinese rice paper and Vedic writings, but also early evidence of legal education closely tied to the first codes of conduct, such as the Code of Hammurabi, the Maxims of Ptahhotep, or the principles of Confucian thought. The Hellenic spirit later gifted the world with a fascinating model of education that formed the foundation of the great achievements ofGreek civilization and the hereditary blueprint of modern gymnasiums and universities. The contribution of the ancient Greeks was to filter the cultural heritage inherited from Eastern civilizations and organize it into abstract systems of knowledge and thought. In the archaic beginnings of Greece, Homer was recognized by Plato as the greatest educator, while the three gymnasia that brought fame to Athens - Plato's Academy, Aristotle's Lyceum, and the Cynosarges - represented more than the development of Greek schools of rhetoric and philosophy; they were genuine educational structures for which all posterity remains grateful even today. While in Greek society legal knowledge was transmitted directly through the disciple’s apprenticeship alongside a master, in contrast, the organized teaching of law became the historical merit and enduring legacy of the Romans. The civilizing virtue and enduring nature of Roman law are confirmed not only by its theoretical and historical value but also by its practical and educational utility in technical training. Indeed, Roman law represents the foundation ofWestern legal culture, the hereditary core of the Romano-Germanic legal system, and, through the creative edicts of the praetors, was not at all foreign to the historical origins of the common law system. Furthermore, the concepts and theoretical constructions of Roman jurists (also influenced by Aristotelian thought) provided the legal alphabet still used today by civil law practitioners, just as we also owe the organized study of legal science to the Eternal City. Keywords: gymnasia; rethoric; Roman law; jurisconsult; law schools; legal education. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:17:y:2025:i:2:p:762-782 Access Statistics for this article More articles in Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education from Editura Lumen, Department of Economics |
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