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21 J. Legal Stud. Educ. [iii] (2003-2004)

handle is hein.journals/jlse21 and id is 1 raw text is: EDITOR'S CORNER This is the last issue of the Journal of Legal Studies Education for which I am Editor in Chief. During the years of this editorship, national and world events have been unquestionably unsettling. As a country, we have been forced to confront threats to our safety, challenges to our civil rights, and the resulting debate about the potential clash between certain values and principles. How does this impact our profession? As teachers of law, it is impossible not to consider the times in which we live as we determine pedagogical approaches to the way we teach students whose historical memory is uniquely different than our own. As an institution, law is the thread that holds our societal institutions together and the means for ordering our relationships; how we teach students to think about, evaluate, and make choices about this order rivals the importance of the substantive issues we teach. Issue 21:1 includes two articles that address the philosophical, and practical, relationship and integration of critical thinking and funda- mental principles into, first, a course on legal studies in the general education curriculum, and second, a model of human rights education. In Leviathans, Critical Thinking and Legal Philosophy: A Proposal for a General Education Legal Studies Course, Nim Razook provides the groundwork for a course in the general education curriculum, Introduc- tion to Law and Legal Reasoning. He explains how this course is strongly connected to the humanities, and that it develops critical thinking while celebrating ambiguity. Legal reasoning, jurisprudence, and the organizing role of law and social contracts are some of the elements of the described course. Razook shares specific readings and a unified approach, while noting that an individual instructor can tailor a general education course of this nature to his or her own strengths. In A Model and Resource Guide to Incorporating Human Rights Education into the Business Law Classroom, Lucien Dhooge utilizes the United Nations' document addressing corporations and fundamental human rights to show how these overarching principles can be integrated into a business law course that values a global perspective. The integration of human rights material into a business law course forces students to critically consider the way in which law relates to the fundamental values of the global corporate, business society. A fundamental value we all hold dear as teachers is honesty, the topic of Melanie Williams and William Hoseks' article, Strategies for Reducing Academic Dishonesty. As we have discussed in previous issues in the JLSE, addressing dishonesty and encouraging student honesty in the classroom setting may be challenging. Williams and Hosek provide an economic theory and discussion of the reasons for

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