neglected and onl\ a few sehelars were interested in Anglo-American law/' rhe situation at the law faculties was also serious on a more general and social le\ el. I'he law faetdties and legal science had not ohser\ ed and followed the direction of legal e.vpansion in the Swedish soeietw Nh rdal argued that public law had become inereasingK’ important during the later \ ears hut research in social law, public law and f'mancial law was almost non-existent. The law faculties were still li\ ing and aeti/ig in the legal structure of the older, liberal society and according to Mvrdal that was a threat to the idea of the rule of law.*' In this .Nh rdal coidd be seen to reflect a \ iew related to legal positi\ ism. The most promising legal research was, according to Mx’rdal, done outside the law facidties, especialK' in connection w ith the preparation of new legislation in the ministries."*' .\n important and necessar\' wa\’ to gi\ e the legal scholars more time to work w ith research was to reformthe legal education and .\l\'rdal denoted the rest of the article to draw up a general plan for such a modernisation. I’irst of all it was necessaiw to increase the number of academic teachers. This did not necessarib mean more scholars at the law f'aculties. Parth’ it could be arranged b\' letting iurists actix e in the legislation process instruct the students. I'urther .\lyrdal stated that pedagogical methods must be dexeloped. Lecturing xxas perhaps not the best xxax’ to introduce students to legal itiatter, seminars xxere better but too fexx seminars and practical modules xxere held due to the xxorkload of the professors.^’ Mx rdal suggested that legal education shoidd be shortened to f'lx e or six semesters. 'The training during these semesters could be more school-like than academic. Lhe teachers coidd lecture in smaller groups and delix er a more practical education, .\fter this first, short 38 MYRDAL, p 358. 39 MYRDAL, p 358. MYRDAL, p 359. MYRDAL, p 360. 4^4
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