Keyword: «jurisprudence»

The urgency of the problem is caused by the results of sociological polls confirming the low percentage of employment in the specialty of law schools graduates, as well as by a significant number of scientific works on the issue under study, publications in electronic and print media. The purpose of this study is to identify the features and problems of vocational guidance work with students of law schools. The achievement of this goal is supposed, first, through understanding the essence of vocational guidance work with students, and secondly, through determining the main methods of increasing the students’ interest to the profession they are going to get, and also through considering concrete practical examples of vocational guidance work. The key research methods are sociological, modeling, analytical, synthesis method, as well as some methods of legal science theoretical comprehension. The main result of the study is the identification of vocational guidance work key features, characteristic exclusively for law schools and faculties. This scientific work will be useful to both theoretical and practical workers whose activity is connected with jurisprudence or pedagogical sciences; it can also be used for further research and development, including students’ projects.

The article analyzes the historical conditions of the formation of Russian jurisprudence in the second half of the XIX century and the main theories of legal understanding that played a major role in the development of Russian jurisprudence of this period. The methodological crisis of Russian jurisprudence in the second half of the XIX – early XX century characterizes the process of transition of science to a new type of scientific rationality. The problem that was solved by theoretical lawyers of the second half of the XIX – early XX century. It consisted in the development of new approaches to law, which meant an answer to the question of the essence of law, its legal nature, and appropriate ways of studying it. The author shows that by the middle of the XIX century, the main legal concepts were distributed among the corresponding schools of legal understanding: legal positivism, which in turn differentiated according to its source, method and peculiarities of interpretation of the nature of law (formally dogmatic, sociological and imitating the methodology of natural science); the school of natural law and the historical school of law. Despite the variety of types of legal understanding common in Russia after the reform period, many theorists considered legal positivism to be the most promising methodology for studying law that meets the requirements of scientific knowledge.

The article analyzes the features of teaching in the modern realities of the discipline of jurisprudence. The author proposes to effectively structure the study of the legal course and develop competencies that are the basis of civic education. The goals of teaching depend on the level of development of society and public policy in the field of legal education. There must be awareness of the need to respect human rights, one's own dignity and respect for other people.