If we talk about the need for specializations at the initial stage of training
specialists in the field of advocacy, then this is a certain artificiality. It follows from
the foregoing that a highly professional lawyer should receive, above all, a fundamental
education. The disciplines that the student is supposed to study as applied and highly
specialized should be balanced depending on the needs of the time, but it is not
permissible to cut the number of hours of fundamental disciplines at the expense of
applied and highly specialized ones.
In the end, this approach to understanding the legal profession determines the
requirements for legal education:
"As a rule, the qualification characteristic (a graduate in the specialty" Law") is
outlined on three counts.
General requirements: the graduate must combine broad fundamental scientific
and practical training, master his specialty, be able to quickly master new directions in
law enforcement, continuously supplement his knowledge, evaluate historical and
modern processes in the economy of the state, have dialectical thinking, professionally
and Competently solve problems on protection of public order, freely own written and
verbally in the state language, have a developed sense of n professional dignity and
social responsibility, as well as to feel the need for constant self-education and
professional development.
The graduate must know the laws, legal disciplines and disciplines of
specialization, the principles and functions of professional and legal activity, its
methodology and tactics, its powers, the state language, the national language of the
region and its national traditions.
The graduate should be able to apply the knowledge of law in practice, make
decisions and organize their implementation, organize their activities, engage in self-
education in order to improve their skills, use service weapons, use computers, motor
vehicles and typesetting "[11].
Thus, the legal profession is interpreted not as free and self-regulating, but as an
integral part of various organizational forms: the prosecutor's office, investigation,
advocacy, legal proceedings and the like. In addition, it is clearly not the human rights
focus of the legal profession, but its conditioning by "social anomalies," the need to
address "specific cases" and "legal problems". In the end, in this approach, a
"criminally directed" vector in the legal profession is traced.
At the current stage of curriculum development, one can face the fact that the
quantity and internal consistency of the disciplines often leave much to be desired. In
some higher education institutions, at least five or more disciplines are laid out in the
curriculum in the framework of the educational and qualification level "bachelor", the
topics in which are duplicated and do not always agree with each other.
Some curricula of individual disciplines, which are positioned as legal ones,
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