Law is in crisis, because the old has died and the new has not yet been born. Although this reflection seems to be pretty dated, the law – very much like the strange non-death of positivism – stands perfectly still and cares very little about any critique thrown its way. In the monograph the author seeks a new quality of law, tries to identify it, seize it and point obstacles on the way to it. For these reasons the faculty of law has been selected as a focus point of the monograph. This review sheds light on the key aspects of the book, provides critical assessment and alternative solutions.

The main thesis of the article concerns the pluralism of expert legal language. Such an assumption contradicts the tradition of development of legal dogmatics, which, especially in its conservative approach, assumes monism of legal language. New trends in social sciences introduce post-positivist approaches that suggest a multiplicity of research perspectives. This multiplicity is also translated into modifications of the conceptual grid. The Eurocentric vision of law is one of many parallel narratives, and the reception of European models has nowadays an increasingly conscious and functionally justified character.
The various narratives which condition the understanding of law in many contexts related to who interprets a given norm. This is not strictly related only to the legal family itself, or to the particular system of law in which the interpreted norm is anchored. It is rather about pluralism connected with diversity of perception resulting directly from conditions connected with the researcher-interpreter himself. It may be an expert in law connected with an academic centre, or a judge, whose education, cultural environment he comes from, mother tongue he speaks, or specific professional experience influence his understanding of the world and his understanding of law. In this case, there is a multiplicity of narratives and a plurality of legal language.

The paper deals with a bibliometric analysis of a sample of the top law schools included in the Times Higher Education World University Rankings 2022. An equal number of Western European and Central and Eastern European law schools have been analysed. The results show that both groups follow similar publication patterns. There is a clear tendency to publish in journals controlled by the authors’ universities. Citation rates in the sample are very low, and in line with what has already been found for humanities. There is a clear division between the multidisciplinary and transnational legal journals that are more international and less internationally recognised law reviews focusing on domestic issues. Law clearly follows its own publication pattern, and the East–West division is in this respect negligible: both groups perform equally well (or equally poorly) as far as the metrics indicate.

The Polish Personal Income Tax Law provides for a relatively extensive group of tax exemptions related to various benefits offered to doctoral students and academics. It also includes an exemption for scholarships and assistance grants referred to in Law 2.0, as well as scholarships received under programmes or projects aimed at implementing the current state scientific policy. The rule adopted is that the exemption applies as long as the rules for granting the scholarships and grants in question them have been approved by the minister in charge of higher education and science. The research objective adopted in the gloss is to verify the jurisprudential practice regarding the issue of the tax exemption in question. The analysis and evaluation have been performed also in the context of the guidelines and ideas behind the reform of higher education and science (regulations of the so-called Law 2.0). This gloss is a critical commentary. It makes use of dogmatic-legal and normative analysis.

One of the basic aspects of modern education is the development of key compe-tences. This requirement is included in the legislative acts (domestic ones and those of the European Union) as well as in documents specifying core curricula in individual countries. By analysing this problem as exemplified by Poland, we show that communication competence in the language of the legislative acts, fun-damental for a modern, conscious people, is an absent element of key competences. In the article, we show why it is important to learn about the real features of the legislative acts in a rapidly changing, knowledge-oriented society. We present the results of the analysis of the core curriculum applicable in Poland for secondary schools in terms of legal education. We also present a proposal to include issues developing legal communication competence in the secondary school curriculum.

The aim of the research was to identify conditions and forms of international and cross-border cooperation of Polish higher education institutions (HEIs). In order to achieve the goal, the formal-dogmatic method was applied, analyzing the literature on the subject, the law (mainly Polish law), as well as various statements and press releases. A request for public information was also used. The article was divided into three parts. The first one concerns the conditions of international and cross-border cooperation of Polish HEIs. The next part covers the forms of cooperation identified by the author, and the last one refers to the formula of the European Grouping of Territorial Cooperation as a form of international and cross-border cooperation of HEIs. The results of the research show that international and cross--border cooperation of Polish HEIs is based primarily on national law, which, however, is characterized by high variability, which does not favour building stable relations. The cooperation of HEIs takes various forms, from non-institutionalised to quasi institutionalised and institutionalised. Polish HEIs are trying to join the internationalization process, and the availability of external funding is conducive to gradual institutionalization of international and cross-border cooperation
of HEIs. There is a scarcity of studies on the subject, therefore the article may be
of great cognitive value to legal science, especially in Poland, but also abroad (for
scholars conducting comparative research).

In the paper, we deal with the issue of education of lawyers in doctoral schools in
Poland. We describe the basic solutions adopted by the Constitution for Science regarding doctoral students. Based on socio-legal theory of the neutralisation of values in the law, we point out a few basic the categories of problems resulting from the regulations and the implementation of the act. They are: a vision of a doctoral candidate, a vision of a graduate, internationalization, interdisciplinarity, structure of doctoral schools and financing of doctoral education. The article is exploratory in nature, so its primary purpose is recognising and drawing attention to the problems and research questions that should be studied in further research.

The purpose of the article is to characterise the main reasons and consequences of the division of sub-central government tasks between its own tasks and commissioned tasks and the indication of some controversy related to this issue. The author analyses in particular certain types of local government tasks (concerning the most important spheres of local activity, such as welfare, education, or health) and its qualification to the category of „its own tasks”. The essential conclusion of the paper is that in many cases the qualification of specific public affairs to one or the other category of self-government tasks is determined not so much by its specific „nature”, but primarily by its fiscal consequences, including the ability to pass the obligation of its financing to local authorities. The research methodology used in the article is based on a critical analysis of the legal acts as well as literature on public finance and financial and administrative law.

The paper explores the relation between law and literature. In the first part, based on „Bleak House” by Charles Dickens, the shortcomings of the perspective „law and literature” are indicated. The author not only criticizes the idea of treating a writer as if he were a legal historian, but she also calls into question a broader vision of literature as a mirror of social and legal reality. In the second part of the paper, still in reference to „Bleak House” (Court of Chancery, lawyers, philanthropy), a different concept of fiction within legal education is developed. Literary artistry (the use of metaphors, personifications, caricatures) and not its similarity to reality, is seen as a valuable instrument in the cultivation the moral imagination and empathy of the lawyers.

The article deals with the possibility of strengthening Polish security by establishing strategic system resilience the country’s aggression. Discusses the enterprise such as irregular activities in the territory occupied by enemy; support operational troops by territorial defence; preparation of mobilizing reserves; the operational preparation of the country’s territory and protection of the critical infrastructure objects; security of citizens and the State structures, including the common civil protection; universal education for security, including the preparation of the defence of society. The article emphasises the role of the participation of non-governmental organisations and private entities in the provision of strategic resistance country, pointing to the legal, financial, organisational and historical circumstances.

The article is an attempt to problematize legal education in order to show its unconscious structures. Methodologically it is based on a Lacanian psychoanalysis, in particular on a three level concept of language. Considerations lead to the conclusion that the unconscious structure of legal education is opposed to conscious declaration. While declarations are talking about the transfer of knowledge, the real practices are based on enforcing discipline and subordination.

In my paper I would like to analyze the topic o academic legal education, using for that purpose tool granted by Rochard Rorty’s neopragmatism and Artur Kozak’s juriscentrism. In this article I consider the possibility of describing higher education and legal culture using both of those concepts, and to form some proposals for future shaping of this proces. In my text I aim to prove, tha contemporary legal education is basem mostly on the mechanisms of socialisation and professional training, which base rather on transfer of rules of legal reasoning and discussion within legal community, than on transfer of actual skills. Therefore I consider to which extent this process should be suplemented by methods which individualise students, and which allow the autocreation, which is, according to Rorty, should be the mian task of higher education. In the further parts of my paper I consuder, how those mechanisms will impact shaping of future lawyers, and by that, the legal community itself, and what benefits could we achieve this way.

The article deals with legal education in the Duchy of Warsaw (1807–1815), which was a transitory period between a feudal and modern state. The urgent need for institutional education of a state personnel resulted from existence of legal provisions stemming from several legal orders, divergence in qualifications of personnel in administration and judiciary, as well as a necessity for efficient implementation f Napoleonic law. Those circumstances were precisely diagnosed by the minister of justice. He initiated courses of law followed by the School of Law and School of Administration. As the Duchy’s territory was enlarged, legal teaching had place also at the university in Cracow. It seems that although the state existed for only a short period, a more or less cohesive governmental concept of legal education’s role existed. It was to serve mainly the development of the state and this utilitarian goal dominated. It is worth reminding that those first Polish endeavours in the field of modern legal education took place at the time of a public finance crisis. Although majority of income was devoted to military needs and many projects were put off until later, authorities noticed that for an efficient governing of a state a well-educated personnel is needed. At that time this belief was not common.

The article presents the contextual analysis of the thoughts on general education f two great minds of our times – Alan Bloom’s and Martha Nussbaum’s. It also states the possibilities of applying those ideas into polish legal education system. Therefore the article is not only a comparative study, but also the constructive criticism of legal education. Author basis is mainly the Bloom’s „The Closing of the American Mind” and Nussbaum’s „Cultivating Humanity: A Classical Defense of Reform in Liberal Education”. The context of the analysis is the polish legal education. Author shows the possible practical applications of presented ideas into Polish legal education and predicts its consequences. Moreover the existing solutions which follow their thoughts are indicated.

Hans-Georg Gadamer claims that there are two keys to a proper understanding of the humanities. The first is the concept of Bildung, and the other – legal hermeneutics. This article is an attempt to apply Gadamer’s claim in the field of legal education. This application leads to three conclusions: a) the need to involve practice to legal education, b) the need for humanization of legal education, c) the need for an individualized approach to law studies.

The publication aims is to remind Jerzy Wroblewski’s views on the issues related to legal education. After analyzing Wróblewski’s writings, the author compared a survey conducted among law students in 1958 (“Students’ assessments of the difficulties of the first year in legal studies”) with a poll conducted by herself in 2011. Both survey forms contained the same questions. The author wishes to underline the particular importance of observations and doubts of prof. Wroblewski, which despite the passage of time remains equally relevant today.

The article is based on an assumption that constitutionalism has a Janus face. A constitution is both a legal and a political act. So far, the public domain has been dominated by legal constitutionalism (constitutional dogmatics), which excludes the constitution from the public sphere, subjecting it to the authority of lawyers-experts. The contemporary political phenomena such as: new populism, illiberal democracy or new constitutionalism should shift the interest of researchers to the political aspect of constitutionalism. Constitutionalism is, therefore, a multidimensional social practice. A political game featuring many actors. And the constitutionalism of lawyers is only one of its possible interpretations. Citizens also have their own constitutionalisms, and different perspectives on constitutionalism, reflecting opposing interests, may lead to conflicts. The constitutional law dogmatics applied to resolve such conflicts would argue for the existence of a transcendental framework for their resolution. A more political approach denies the existence of such a framework. In other words, the dogmatics in question requires democracy to adapt to constitutionalism, while the political approach requires constitutionalism to adapt to democracy. The text is an introduction to a part of a volume featuring articles by authors affiliated with the Centre for Legal Education and Social Theory of the University of Wrocław.