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All Journal Journal International Journal of Teaching and Learning (INJOTEL) International Journal of Global Sustainable Research
Sibgatullah Nazki
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Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Other

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EXAMINING THE FLOW OF LEGAL EDUCATION: INSIGHTS FROM SCOTT TUROW’S ONE L Sibgatullah Nazki
International Journal of Teaching and Learning Vol. 2 No. 10 (2024): OCTOBER
Publisher : Adisam Publisher

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Abstract

This study explores the convolutions and limitations of legal education faced by Scott Turow in the first year of law school. Turow’s memoir One L offers a compelling critique of legal education, particularly within the prestigious precincts of Harvard Law School. Narrative vividly portrays the rigorous and often punishing first-year experience. He draws attention to the life-threatening pressures exerted on students. He vehemently criticizes competitive ethos that sets learners against each other. Turow succeeds in exploring the profound psychological toll it takes on those enrolled in legal institutions. This study critically examines Turow’s focus on several key dimensions. Central to the narrative is the pedagogical method, notably the ubiquitous ‘Socratic questioning’, which subjects students to relentless scrutiny and demands rapid intellectual agility. Turow’s account underscores and questions the ethical implications of a hyper-competitive environment in the school. He tactfully reveals the tensions between personal ambition and ethical conduct. By highlighting these issues, Turow’s narrative challenges the legal education system to prioritize ethics and community welfare over individual achievement. He calls for a reevaluation of pedagogical methods and institutional practices to cultivate a more supportive and inclusive learning environment. By tackling these challenges, stakeholders in legal education can aim to narrow the divide between theoretical instruction and practical legal skills. He aims to nurture a generation of lawyers committed not only to professional success but also to ethical integrity and social justice.
The Tension Between Social Conformity and Individual Freedom: a Study of John Arden’s Live like Pigs Sibgatullah Nazki
International Journal of Global Sustainable Research Vol. 3 No. 1 (2025): January 2025
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijgsr.v3i1.2969

Abstract

This study explores the tension between social conformity and individual freedom in John Arden’s Live Like Pigs (1958). The play critiques rigid social structures in post-war Britain. It highlights society’s resistance to those who challenge conventional norms. The purpose of this research is to examine how Arden dramatizes the conflict between authority and personal autonomy. The focus is on the Sawney family. Their nomadic lifestyle and rejection of middle-class values put them at odds with mainstream society. Arden questions whether individuals can exercise true freedom in a system that enforces uniformity. This study uses a close reading of the play’s text. It analyses themes, character interactions, and dramatic techniques. Secondary literature provides context on Arden’s political and theatrical influences. The study examines how dialogue, setting, and staging reflect power struggles between conformity and resistance. The historical and social backdrop of the play is also considered. Post-war housing policies and class divisions shaped these conflicts. The analysis reveals that Arden presents social conformity as both control and exclusion. The Sawneys seek autonomy but face societal pressure and institutional intervention. Their way of life is regulated against their will. The play also critiques absolute freedom. It shows how fragile independence is within a rigid social order. The conclusion highlights Arden’s broader argument. True freedom remains elusive in a society that values stability over individual agency. The play reinforces his critique of post-war social policies. These policies imposed order at the cost of diversity and self-determination
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