Hanjo Hamann / Fachtexte


Die folgende Auswahl von 13 zur Veröffentlichung angenommenen Fachtexten ist von neu nach alt sortiert.
85 % dieser Texte sind Open Access: 23  % Gold (im Internet frei verfügbar), 62  % Grün (unten frei zugänglich).

13 … 70 Jahre Marginalien des deutschen Staatsrechts. Nachschau auf ein vergessenes Kapitel der Nachkriegspublizistik, AöR 143 (2018), S. 282–311

12 … Empirische Erkenntnisse in juristischen Ausbildungsarbeiten. Prüfungsschema, Zitier- und Arbeitshilfen für das Jurastudium und danach, JURA 39 (2017), S. 759–769

11 … Gedächtniskunst in der Rechtsdidaktik. Zum Wert von Eselsbrücken für Studium, Referendariat und Rechtspraxis, ZDRW 3 (2016), S. 116–135

10 … „Pasta“ mit „Sauce“ und „Wurst“. Eine Eselsbrückensammlung für Jurist(inn)en, Esel brück' Dich! 1.6.2016

9 … Per Anhalter durch die Urteilsformalien. Ein vergleichendes Muster für Referendare, JA 48 (2016), S. 450–453

8 … Zeitgeistreiches. Scherz und Ernst in der Juristenzeitung: Glossen aus sechzig Jahren, Verlag Mohr Siebeck, Tübingen 2015, ISBN 978-3-16-154251-0 (207 S.), gemeinsam mit Martin Idler

7 … Referendarsstation im juristischen Wissenschaftsverlag Mohr Siebeck, JuS 56 (2015), Nr. 3, S. 32–34

6 … Das Geheimnis der Gedächtniskunst (II), JJ 1 (2010), Nr. 2, S. 26–28

5 … Juristische Eselsbrücken. Anregungen zum Einsatz der Mnemonik im Rechtsstudium, StudZR 7 (2010), S. 125–143

4 … Das Geheimnis der Gedächtniskunst, JJ 1 (2010), Nr. 1, S. 12–14

3 … „Unzulässig, aber gelegentlich nicht beanstandet“. Die Hilfsmittelverfügungen der Landesjustizprüfungsämter, myops 3 (2009), Nr. 2, S. 40–44

2 … Student Participation in Legal Education in Germany and Europe, GLJ 10 (2009), S. 1095–1112, gemeinsam mit Lisa Rieder

In Germany, the possibilities of students to participate in and contribute to legal education are generally quite limited. Compared to the legal education systems in the USA and Canada, the course of studies is rather theoretical and quite anonymous. Communication between students, faculty staff and deans is rare, and classes are fairly big. As to the abstractness of the curriculum, several changes have been made to improve the situation. For example, a reform in 2003 was supposed to increase foreign language competence and provide for more specialization and practical relevance. However, the system can still (or again) be considered to be “under construction”. Many important skills are not being taught, and the awareness of the international, social and cultural contexts is largely neglected or lacking reference to the subject matter. There is an ongoing debate about further changes to the legal educational systems especially about the adoption of the Bologna Process. While some consider it inapplicable to the German system, others have already started transferring it at their university. Several federal states have meanwhile started endorsing a basic reform. However the next rulings will not be until 2011. Presently scholars, policy-makers in the field of education and economists face the challenge of devising strategies for legal education that meet the needs and interests of all ”stakeholders” while being compatible with the traditional German system. Students are curious and concerned about the future of their curriculum. Their means of participation include a) passively evaluating teachings, b) actively engaging in a student parliament or self-governed student councils of a special field (so-called Fachschaften) and c) actively involving in student organizations.

1 … Übungsfall: A Life 4 Sale, ZJS 2 (2009), S. 267–273