Keyword: «legal education»

The relevance of the research problem is due to the profound transformation of the legal profession under the influence of modern digital technologies, when traditional ethical regulators of a lawyer's professional activity lose their unconditional normative force, giving way to new, not yet fully understood forms of the legal profession. The rapid introduction of algorithmic systems into law enforcement practice and legal education poses unprecedented challenges for professional deontology, requiring a philosophical and legal understanding of the very possibility of preserving the "human-centered" dimension of legal activity in the context of increasing algorithmization. The aim of this study is to identify the essential characteristics of the transformation of the ethical imperatives of legal practice in the digital era and to conceptualize the risks of dehumanization of the legal profession that this transformation entails. The leading approaches to the research problem are an interdisciplinary approach, which allows for the integration of the achievements of legal science, ethics, and the philosophy of technology, as well as a hermeneutical approach, which focuses on interpreting the meaning transformations of basic deontological categories and phenomena in the new digital space. The main results of the research are the justification of the thesis that the digital transformation of law creates a fundamentally new configuration of a lawyer's professional activity, where traditional imperatives of impartiality, independence, and loyalty to professional duty are complemented by the requirement to preserve the human dimension of justice and to responsibly confront the algorithmic reduction of legal reality. The study identifies key risks of dehumanization of the legal profession, including the loss of the empathic component of the lawyer's profession, the substitution of professional judgment with algorithmic decision-making, and the erosion of the lawyers’ personal responsibility for the results of their professional activity. The theoretical significance of the research lies in its contribution to the development of the conceptual foundations of lawyer's professional ethics in the context of the digital transformation of law and the state. The practical significance lies in the possibility of using the findings in the development of educational programs for training lawyers and ethical codes for the legal community that take into account the new challenges of the digital era.

From generation to generation in Russia, disrespect for the law and the courts has been demonstrated, while tolerance for arbitrary action has been demonstrated. In pre-revolutionary times, the moral aspect was of great importance for the development of legal culture. Legal culture can be used to study the effectiveness of the legal system's functions and identify their value orientations and boundaries.

In the context of increasingly complex legal regulation, expanding the interpretative space of law enforcement, and strengthening the competency-based focus of higher legal education, developing legal argumentation in law students is becoming a significant theoretical and didactic task. Insufficient development of an argumentative culture manifests itself in a weak connection between norms and facts, the substitution of justification for the reproduction of normative material, difficulties in counter argumentation, interpretative instability, and insufficient readiness for publicly presenting a legal position. The aim of this article is to theoretically substantiate approaches to developing legal argumentation in law students and identify their didactic potential for designing the educational process in higher legal schools. The research methodology is based on systemic, competency-based, hermeneutic, logical-argumentative, rhetorical-discursive, and professional activity-oriented approaches. Theoretical analysis, comparison, conceptual and categorical reconstruction, structural and functional generalization and pedagogical modeling were used. As a result, the conceptual status of legal argumentation as a meta-subject professional and legal ability of a student to construct, verify and present a substantiated legal position in the conditions of regulatory uncertainty, factual variability and communicative competition was clarified; the argumentation situation as a basic didactic unit of training was substantiated; normative-cognitive, interpretative, factual-analytical, logical-procedural, rhetorical-communicative, axiological and reflexive-evaluative components were identified; the levels of formation of legal argumentation and pedagogical conditions for the development of argumentative competence were determined. The theoretical significance of this article lies in its integration of logical-formal, hermeneutic, rhetorical-discursive, and competency-based approaches into a holistic model of legal argumentation. Its practical significance lies in the potential use of the proposed components, levels, criteria, and conditions in designing academic disciplines, legal cases, assessment tools, written assignments, academic debates, and methodological scenarios for the professional training of preservice lawyers.