Training Of Lawyers Research Articles

ВИЗНАЧЕННЯ ОСОБЛИВОСТЕЙ СПРИЙНЯТТЯ ЧАСУ З МЕТОЮ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ПРОЦЕСУ МІЖКУЛЬТУРНОЇ КОМУНІКАЦІЇ

The article focuses on improving the efficiency of the process of intercultural communication, namely the finding out of the peculiarities of time perception by the participants of communication, who belong to different cultures, to eliminate barriers that arise during intercultural interaction between them. The relevance of this topic for lawyers, law enforcement officers and applicants for higher education in the field of "Law" and "Law Enforcement" is justified, because professional foreign language communication activities of law enforcement officers and lawyers require the establishment and maintenance of contacts not only with foreign colleagues but also with foreign citizens of different age, professional, cultural and ethnic groups. The article reveals the essence of the concept of "intercultural communication", presents its main characteristics; analyzes indicators of economic culture such as the division of cultures into high-context and low-context and time parameters. It also determines that English, as the language of intercultural communication, is one of the main components of intercultural communication and is considered as a means of communication and involvement in the culture of the other people. It has been found out that the perception of time and its value significantly affects the types and forms of communication, and taking into account the differences in attitudes towards it when interacting with people from different countries and cultures, prevents misunderstandings, contextual errors and promotes and ensures a high level intercultural dialogue of its participants. Successful application of language is the ability to create an atmosphere of general importance of communication for all its participants, which will positively result in its effectiveness. Achieving high efficiency of intercultural communication largely depends on the formation of intercultural competence of its communicators, which involves learning a foreign language with obligatory consideration of the socio-cultural aspect. So, the defining and study of important and relevant aspects of the process of intercultural communication during the training of future lawyers and law enforcement officers become especially important.

Проблемы обучения переводу юридических документов и текстов студентов юристов в магистратуре неязыковых вузов

The article is devoted to the problems of teaching undergraduates of non-linguistic universities professional legal language. The author analyzes the current issues of training lawyers at the present stage, the composition and level of training of students entering the magistracy of law faculties. Based on his many years of experience in teaching the subject to law students at a law school, the author considers and proposes ways and methods of teaching legal translation to enhance its effectiveness. The article also discusses new concepts, such as “artificial intelligence” and “erratology” (error analysis), “legal jargon”, “legal professionalism” and their application in the practice of teaching a professional legal translation.

ОТ ИСТОРИИ РУССКОГО ПРАВА К ИСТОРИИ ГОСУДАРСТВА И ПРАВА СССР: ТРАНСФОРМАЦИЯ НАУКИ И УЧЕБНОЙ ДИСЦИПЛИНЫ В 1917–1940-е гг.

The article aims to show the transformation of the science and the academic discipline “History of Russian Law” over the period from 1917 to the 1940s, to establish the degree of continuity and innovations that manifested in the transformation. The study is based on research works on the history of state and law, published historical sources, archival materials. Narrative, comparative legal, and institutional methods were used. Two institutional forms of legal science development were identified: universities and departments of the Academy of Sciences. In the 19th century, an independent area of scientific knowledge was established; its object was historical forms of law. Educational courses on the history of Russian law were based on the study of legislative acts and other sources of law. According to the University Charter of 1863, departments of the history of Russian law were created, scientific research was actively conducted, and works on the history of law were published. After the 1917 revolution, the political and ideological trends in legal science and education changed dramatically. Universities and academic structures as institutional forms survived, but underwent major changes. Law faculties were abolished at universities, specialized departments were closed. The history of Russian law or a comparable discipline in content was not taught. To prepare new academic personnel and conduct research in social sciences and the humanities, including legal science, the Socialist, subsequently Communist Academy and the Institute of Red Professors were opened. These institutions did not create separate units specializing in the study of the history of state and law. The circle of researchers studying such problems decreased sharply. In the 1930s, the Soviet model of the organization of science and higher education, which included many elements that had developed in the Russian Empire, was approved. Interest in historical sciences was restored. Curricula for training lawyers included a discipline that was first called “History of the State and Law of the Peoples of the USSR”, and later “History of State and Law of the USSR”. The leading role in the development of its content, object, and method belonged to S.V. Yushkov. The continuity with the history of Russian law was preserved. The most significant differences were the change in the chronological and territorial framework, the etatization of the object, and the use of the Marxist methodology. New approaches were reflected in the textbook History of State and Law of the USSR. The first part of the textbook, prepared by S.V. Yushkov, was published in 1940. It covered only the prerevolutionary period. The second part described the history of the Soviet state and law. It was edited by A.I. Denisov and published in 1948. Thus, by the end of the 1940s, the new branch of scientific knowledge and academic discipline was established.

CONVINCING COMMUNICATION IN THE FORM OF COMIC INFORMATION INFLUENCE IN JUDICIAL SPEECHES A.F. KONY

the problem of the research is to resolve the question of the philosophical and legal basis of judicial speeches in persuasive communication in a comic form. The purpose of the study: to identify the specifics of argumentation in the comic form in the judicial speeches of A. F. Kony. Currently, the problem of the need to strengthen the humanitarian component of training lawyers, including on the basis of judicial rhetoric, is being comprehended. This is due to the need to strengthen the persuasive communication in judicial speeches, mainly in processes with participation of a jury.

HISTORICAL AND PEDAGOGICAL ASPECTS OF LEGAL EDUCATION OF ENGINEERS OF ENGINEERING SPECIALTIES IN DOMESTIC DISCOURSE PROBLEMS

The article analyzes the ways of development of the phenomenon of from ancient times to the present day on the basis of historical and pedagogical scientific approaches (phenomenological, culturological, civilizational, retrospective); it was found that the foundations of the formation of the legal culture of the general population in the domestic educational space are traditionally considered to be philosophical and journalistic treatises of the period of the Kyiv Princely State; documents of the Ukrainian national revival of the 16th-17th centuries, when the teaching of the basics of civil and public law began in the first domestic academies; further formation of this area continued within the framework of university education at law faculties during the imperial period of existence of domestic science (until 1917). During the empire (Russian and Austro-Hungarian), issues of legal education were mainly interpreted either in the context of training lawyers or from the standpoint of human rights in the works of domestic progressive figures of science and culture. The issues of legal education were practically not raised in the UN.A number of facts concerning the ideologization of legal education in the Soviet period (subordination to the interests of the government, political activity, neglect of individual rights, insufficient sectoral orientation, the predominance of demagogic provisions, etc.) are described. During this period, the development of legal education has been significantly slowed down for socio-political and general historical reasons.It is concluded that during the new Ukrainian revival (90s of the XX century - present) there was an interpretation of legal education as a system in the unity of common law, legal and professional legal components, which allowed the study, in particular, models of pedagogical conditions for the formation of legal competence of future engineers.

CURRENT CHALLENGES OF LEGAL EDUCATION IN THE UNIVERSITY

Annotation on the collective monograph as generally edited by Sopilko I.M., Dey M.O. «Contemporary Challenges in Legal Education in the University Space». The reviewer points out that the monograph examines the important issues of legal education as the main lever of Ukraine's education system and the priority direction of the state's personnel policy. This is objectively conditioned by its social role and the task of forming a qualified legal corps, which is a condition for ensuring the progressive development of Ukrainian statehood, building civil society, promoting human rights and freedoms, creating a socially oriented and competitive market economy. The urgency of the monograph is due to the fact that in the conditions of globalization and liberalization, the interdependence of the countries of the world is enhanced and a gradual process of market integration is carried out. New conditions are causing a dramatic increase in the role of education and science in society. From now on, they are the basis and at the same time the main driving force of progress. Only those nations that have realized the full significance of these profound changes in time and responded to new challenges are likely to succeed. The focus on EU law and international law becomes a significant factor in the development of legislation in other countries, including Ukraine. Against this background, democratic change requires the harmonious development of the economic, political and legal systems. In this regard, the problems of restructuring the existing system of training of lawyers armed with modern knowledge, culture, high level of civic and social consciousness became urgent. This monograph is a fundamental scientific work, in the writing of which the co-authors proceeded from the concept of determining the role of education, culture and educational activity in the student environment. The issues of teaching methods teaching in the higher education system are studied separately. The reviewer concludes that the material presented in this paper will be useful for scientists, teachers, graduate students, students, practitioners, as well as employees of small and medium-sized businesses, business entities of all levels.

The Paradigm of Lawyer’s Professional Competence

The article is devoted to the disclosure of the problem of the lawyer formation, the impact of legal education on these processes, the acquirement of legal competences. The author emphasizes that there is an urgent need to improve the system of professional training of future specialists. At this stage, students' education and training is aimed at achieving high professionalism. The main condition to ensure their own competitiveness and life success is to achieve a high level of psychological competence. Professional competence of different types of activities, the effectiveness of which is largely achieved due to the individual-typological properties of the individual is important in the period of overcoming crises. The high quality education is an integral indicator of the standard of living of both society as a whole and a separate personality. The UN Development Program pays attention to the indicator of educational activity, as to one of the main factors of integrated assessment of the human life quality. Democratization of the legal system, change of its functions from protecting the state's interests to ensuring human rights, correction of the principles and methods of law-enforcement activity increases the requirements for graduates of legal educational institutions not only in relation to the theoretical but above all practical component of their professional competences. The psychological and pedagogical competence of future lawyers depends directly on the psychological and pedagogical preparation they receive during their studies at a higher educational institution, on its practical-oriented character. The analysis of the state of such training of future lawyers in different Ukrainian universities proves that, mostly, only one component of such training is done - only basic or only professional one.

ENSURING THE IMPLEMENTATION OF PROFESSIONAL LIABILITY INSURANCE STANDARDS AND SPECIALIZATION OF LAWYERS: A COMPARATIVE LEGAL ASPECT

The article analyzes the implementation at national and European levels of two of the main standards of advocacy – professional liability insurance and specialization. National legislation is being analyzed, which sets out provisions on professional liability insurance and the specialization of lawyers. The imperfection of the national legislation in this field and the non-compliance with the European standards are proved. In particular, the Law of Ukraine "On Insurance" is analyzed, the Draft Law on Amendments to Certain Laws of Ukraine (concerning compulsory insurance of the professional liability of a lawyer), the Regulations on the organization and training for obtaining a certificate of the right to practice as a lawyer, Procedure for training of lawyers. There is a need to introduce the specialization of lawyers in certain areas of law, as has been done in other countries. It is suggested that the duties of lawyers of Ukraine include the conclusion of an insurance contract of professional property liability risk in connection with the exercise of his lawyer's activity and storage in force of such an insurance contract during the period of attorney's activity, since the domestic law does not contain rules that would regulate professional liability insurance . At present, the professional liability insurance of a lawyer in Ukraine is voluntary. It is suggested that the National Bar Association of Ukraine should develop a provision that would regulate the specialization of lawyers at the national level, because at the present stage the specialization as a standard of advocacy in Ukraine is not regulated either at the level of legislative or by-laws. Few documents mention this standard.

HISTORICAL AND LEGAL COURSES IN RUSSIAN LEGAL EDUCATION: TRADITIONS, MODERNIZATION, CONTINUITY

The article considers one of the stable features of the Russian legal education - the presence and development of the historical and legal component in it. The evolution of educational standards for the professional training of lawyers is analyzed from the point of view of the mandatory inclusion of historical and legal courses in pre-revolutionary Russia, in the Soviet decades and on the breaks of eras. The change of names of historical and legal disciplines in the context of the development of legal education and science as a whole is shown. Some problems of teaching subjects of historical and legal content at the present stage, as part of a practice-oriented model of legal education, are identified. In addition, the results of a local study conducted at USLU are presented to determine the attitude of students to the history of the state and law, to reveal their understanding of the role of historical and legal subjects for the chosen future professional activity; among them - optimistic judgments of junior students about the need for knowledge of historical and legal experience. The conclusion is drawn on the fundamental importance of historical and legal courses to ensure state legal and legal educational traditions.

Використання інтерактивних технологій у підготовці майбутніх юристів

У статті обґрунтовано доцільність використання інтерактивних технологій у підготовці майбутніх юристів. Висвітлюються особливості традиційних та інноваційних педагогічних технологій. Метою інтерактивного навчання вважається створення педагогом умов навчання, за яких студент сам відкриватиме, здобуватиме й знання та здійснюватиме самопідготовку до професійної діяльності. Автором зазначено, що доцільність використання інтерактивних технологій у підготовці майбутніх юристів визначається специфічними особливостями цього процесу та вимогами, які пред’являє суспільство до професійних якостей фахівців-юристів. Серед методів вивчення юридичних дисциплін виокемлюється метод “групового обговорення”. Звертається увага, що використання методу “групового обговорення” відповідає головно-му призначенню процесу підготовки майбутніх юристів – розвитку самостійного юридичного мислення, комунікативних умінь та навичок, що є важливим для формування професіоналізму майбутнього юриста.

ФОРМУВАННЯ КУЛЬТУРИ ІНШОМОВНОГО ПРОФЕСІЙНОГО СПІЛКУВАННЯ МАЙБУТНІХ ЮРИСТІВ

A role and value of foreign language which predetermines professional training of future lawyers’ grows in the conditions of euro integration processes. The author emphasizes that the first condition of the formation of culture of foreign professional intercourse of the future lawyers is stimulation of professional motivation of students in mastering foreign intercourse as an important component of professionalism of modern lawyers. For development of professional motivation of mastering foreign professional communication at the first English lessons students were given the special purpose of mastering a select profession on the whole and the special meaningfulness for the modern specialist was given to communicative activity which requires mastering of foreign professional communication in connection with the increase of role of connections with foreign partners for providing of efficiency of production process. For the formation of positive motivation of professional training of students the following forms of work were used: a direct acquaintance with the real production, meetings with graduating students, who convinced present students in importance of mastering foreign professional communication as important constituent of their competitiveness in a future profession, co-operating with foreign partners in modern market relations, etc. An important place at the lessons was given to trainings (training of foreign intercourse, training of motivation of achievement of success, image-training) during which students were oriented on the formation of culture of professional intercourse on the whole and foreign professional communication in particular, and also on a correction and development of the motivational settings. The task of trainings consisted in the formation of positive estimation of the «I», directed imagination, confidence, management of the students' opinions and feelings. Besides teachers turned the special attention on positiveness of socializing with students, strengthening of their faith, created the special trustful atmosphere, promoted activity of participants. Key words: motivation, foreign professional intercourse, future lawyers, training, foreign professional communication.

САМОРЕГУЛЯЦІЯ МАЙБУТНІХ ЮРИСТІВ В ОСВІТНЬОМУ ПРОЦЕСІ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article analyzes the self-regulation in the process of preparation of bachelors of future lawyers. It is shown that theoretical generalizations on this problem lead to a more thorough introduction of self-regulation in the educational process into the national system of professional training of future lawyers. Finding out the peculiarities of this problem provides a basis for comparing and identifying aspects of self-regulation (personal and professional). It is noted that self-regulation as a pedagogical problem is necessary for the professional development of future lawyers.The task of institutions of higher education is to expand the property of self-regulation into the intellectual sphere, that is, to develop skills of self-regulation of cognitive activity at the conditional and reflex level of students.Educational activities for undergraduate students should be a continuation of the natural processes of self-regulation. An external influence for future lawyers is an educational task that has a difficulty. Future lawyers must have the knowledge, skills and abilities of the future; have a high level of motivation, and the need to formulate readiness for self-regulation both personal and professional. We have determined that self-regulation is a person’s ability to manage his state of health, emotions, mental state of his organism, actions, behavior and professional activity. The specificity of the structure of the educational activities of future lawyers evolves into deliberately regulated educational activity, based on more complex logical operations. The development of educational material, aimed at finding a generalized equivalent, and assimilation constitute the content of logical memorization, and ways of finding this equivalent – techniques of logical memorization. It is revealed that undergraduate students are not necessarily to be aware of all laws and legislative acts of Ukraine and international law, but clearly know where to find the right material quickly.Prospects for further scientific research we consider the professional self-regulation of future lawyers studying in the magistracy of institutions of higher education.

Historical and Legal Features for the Development of Legal (Law) Education in 30-40s of the XX Century

Historical and legal features for the development of legal (law) education in the pre-war period on the territory of modern Ukraine, as well as the state of regulatory provision of the educational process in higher educational institutions have been studied. The genesis of Ukrainian legal education has been analyzed and the state of training of legal personnel for state authorities has been characterized. Some features of the University education system and unification policy of the Soviet government have been highlighted. The disadvantages and advantages of the development of legal education in the studied period have been outlined.
 It has been substantiated that on the eve of the Second World War there was the system of University legal education in Ukraine, which emerged on the basis of Kyiv, Kharkiv, Lviv, Odesa and Chernivtsi Universities. The Soviet model of higher education of the outlined period proved itself to be a system which was accompanied by repression and arbitrariness of the authorities, imposition of Marxist ideology and lawlessness in all spheres of public life, which affected the educational activity of law faculties.
 There were two opposite tendencies in 30s and 40s of the XX century: on the one hand, the return to University legal education, the normative consolidation and streamlining of the educational process, the increase in the quantitative indicators of the training of lawyers for various sectors of the national economy; on the other hand, the reorganization of a number of higher educational institutions, including those which had law faculties and emerged in independent Ukraine after 1917, namely the Kyiv Ukrainian People’s University and the Ukrainian State University in Kamianets-Podilskyi, and unjustified Stalinist repression, the imposition of Marxist ideology.

Dmitriy I. Meyer's Ideas and their Significance for Contemporary Legal Education

The article is devoted to the analysis of the interrelationship between historical and traditional principles of Russian law and Russian legal education. The authors demonstrate the relevance of Prof. Dmitriy I. Meyer’s ideas for training future lawyers and modern legal education. The paper justifies the obligatory connection between the legal theory and practice in the learning process, which originates from Dmitriy Meyer’s understanding of a practice-oriented education. A legal clinic forms a necessary basis for the development of Dmitriy I. Meyer’s idea regarding the interrelationship between practical work and legal education. Dmitriy I. Meyer’s opinion concerning the dependence of the “measure of freedom” on the “legal views of the people that in turn are inextricably linked with the moral law, i.e. with the concepts of what is just and what is unjust,” is relevant for the development of modern client-oriented legal education. Dmitriy I. Meyer, as well as his contemporaries and followers, have drawn attention to the quality of normative texts, which is important due to the fact that law schools do not pay attention to such a specialization in legal education as a “norm-writer.” Today, the concept of combining practice and theory in training lawyers has become important, which requires reference to Dmitriy I. Meyer and other predecessors on the issue of combining theoretical and practical foundations in legal education. It is impossible to become a highly qualified specialist in the field of jurisprudence with a complex of necessary general cultural and professional competencies without the ability to resolve practical cases, without using theoretical knowledge in practice, without the corresponding knowledge of digital technologies in the field of jurisprudence, without the ability to write normative texts.

SCIENTIFIC KNOWLEDGE OF LEGAL EDUCATION AND SCIENCE EXPERIENCE: FOR THE ACTUALIZATION OF INDIVIDUAL RESEARCH STUDIES

The study of the history of legal education and science in Russia for a considerable time was crowned with significant results, the formation of a certain historiographic tradition. At the same time, separate plots in the knowledge of legal-educational experience and the establishment of the science of jurisprudence have not yet received detailed development. The authors show some of them, justifying the need for a critical understanding of the features of the historiographical space and the sources of knowledge of the history of the training of legal personnel and jurisprudence, their anthropological and cultural interpretation. The prospects for advancing the problems of legal education and science in the so-called transitional historical periods are demonstrated. The problems of the relationship between the classical heritage and innovative approaches in the technological component of the lawyers training system are considered. Identified research opportunities to read the experience of legal education and science from the perspective of university.

ORGANISATION OF FUTURE LAWYERS’ RESEARCH AND CREATIVE ACTIVITY IN THE PROCESS OF WORKING WITH EDUCATIONAL PROJECTS

The article is devoted to the problem of effective organization of research and creative activity of future lawyers in the process of working with educational projects. The peculiarities of research and creative activity of future lawyers in working with educational projects are characterized as well as didactic guidance, used by future lawyers in working with projects, is provided. The relevance of the study is determined by the contemporary international framework of legal discourse, which determines the problem of education of future lawyers as a leading factor not only in the cognitive development of the personality of the lawyer, but also in the socialization of the legal world; contributes to the implementation of legal activities in accordance with the legal and civic ideals and models elaborated in the process of development of society; legal instructions and regulations. The research and creative aspect of the subject training of future lawyers allows us to analyze the process of national and international state-building as a means of characterizing complex socio-economic, political and spiritual processes. Implementation of educational projects in the study of jurisprudence and related disciplines is also actualized by the current tendency to associate legal education not only with the performance of official duty, but also to be the creator of a national state building. While the research was being carried out, some methods were used: theoretical (analysis of psychological and pedagogical literature), empirical (observation of the educational process and study of pedagogical experience in order to explore the peculiarities of the organization of research and creative activity of future lawyers). The motives of research and creative activity of future lawyers (the desire to contribute to solving socio-political, cultural, national and international problems) are determined. The educational project in the process of fundamental training of future lawyers is developed in accordance with the level of cognitive competence, which correlates with the level of theoretical knowledge, skills and habits of their application in the process of solving professionally oriented tasks and creative thinking. It has been proved that legal activity involvement induces future lawyers in the process of working with educational projects to process and analytically interpret information data acquired in the content of professional training (legal information as a constituent part of learning) with immediate and perspective. Further research will determine the analysis of the organization of distance (network) educational projects and their management.

Slavery's Legalism: Lawyers and the Commercial Routine of Slavery

Eugenius Aristides Nisbet played a critical role in Georgia's secession from the United States. Elected as a delegate to Georgia's 1861 secession convention, Nisbet introduced a resolution in favor of severing ties with the Union, and he led the committee that drafted his state's secession ordinance. Nisbet was a trained lawyer who had served on the Georgia Supreme Court, and his legal training shaped the way that he viewed secession. He believed that the Constitution did not give states the right to dissolve the Union; instead, this power rested solely in the people, and he framed the resolution and ordinance accordingly. Thanks in part to Nisbet, it was the “people of the State of Georgia” who “repealed, rescinded and abrogated” their ratification of the Constitution in 1788.

ЗАСТОСУВАННЯ СИСТЕМИ «ЕЛЕКТРОННИЙ СУД» У ПІДГОТОВЦІ СТУДЕНТІВ-ЮРИСТІВ

The article substantiates the necessity of introducing technological solutions into the educational process of future lawyers training, in particular, the study of the “Electronic Court” system, which has become an important step towards transformation of legal activity from the established system to the communication model, which involves de-bureaucratization and increasing the efficiency of legal proceedings. The views of domestic and foreign researchers on the informatization of society reveal numerous risks of the information environment functioning, but in no way reduce the importance of information technologies in improving state institutions. It is substantiated that legal proceedings should not be left to the side of the latest technologies, and therefore the implementation of the “Electronic Court” system is a significant factor in ensuring the accessibility, transparency and efficiency of justice. In this context, the article analyzes the stages of implementation of the e-justice system, which laid the foundations for automation and informatization of the court process and highlights their advantages. The main directions of development of the special course “Electronic Justice” for law students are presented. The division of the special course into blocks is offered: theoretical (lectures) and practical (practical and seminar classes, modeling, excursion classes – visits to judicial bodies). Lectures are offered with the use of multimedia, presentation and demonstration capabilities. As a result of lectures, students get acquainted with the work of the “Electronic Court” system, Internet resources related to the activities of courts, public registers with open access, as well as master the basic provisions of legal acts related to judicial activity. During practical classes, simulation methods are used to shape future lawyers' skills in solving practical situations that arise in the work of court staff in the context of e-justice. At the end of the course a simulation trial is proposed. It is noted that for the practical training of law students, cooperation between institutions of higher education and judicial authorities, as well as intensification of the formation of practical competency of students on the use of tools for electronic justice is important.

Цифровое преобразование подготовки юристов: от программной модели к практике реализации

Цифровое преобразование подготовки юристов: от программной модели к практике реализации

Task approach to introducing values to prospective lawyers

The paper is devoted to the problem of training a prospective lawyer who is able to build his professional activity on value grounds. The urgency of the problem of introducing values to prospective lawyers is argued from the position that the values of good, truth, justice, etc., becoming motives for the activities of a lawyer, ensure voluntary, free and informed fulfillment of moral requirements, which is an important condition for ensuring the security of individuals and the state. The content of the task approach to the introduction of values to prospective lawyers is revealed through the task concept content, and a problematic place occupies a special place. The suprasituative level of problem detection and the situational level of problem detection are considered in relation to the task concept. It is substantiated that the task approach orients the teacher to the introduction of values to prospective lawyers in the process of their involvement in solving problems of a supra-situational level in which they (prospective lawyers) find personal meaning. The author shows the effectiveness of personally-oriented tasks use for introducing values to prospective lawyers. It is shown that the penetration into the personal meaning of the task is possible both through its content and through the methods of its solution. An algorithm for solving a personally-oriented task is given: 1) an analysis of the situation of the lawyer professional activity; 2) formulation of the problem on the basis of the given situation; 3) analysis of the available means suitable for choosing ways of finding a solution to the problem; 4) action planning; 5) analysis of the results of their actions; 6) setting of new tasks. The author gives an example of how to use a personally-oriented task in the process of prospective lawyers training.