KUZNETSOVA OLGA А.

The development of the system of legal education and training of the highly skilled legal personnel is not possible without constitutionally guaranteed academic freedoms of a teacher. Only a Teacher with the freedom of teaching, the freedom of scientific creativity and the freedom to improve his/her skills, is able to provide training in the necessary professional skills and instill a true legal worldview. However, in the conditions of permanent reforming of the higher education system, including of the higher legal one, exercising these freedoms is extremely difficult. The majority of the academic freedoms tend to obtain a declarative character in their development, and this most adversely affects the quality of the graduates of the legal higher educational establishments. The purpose of the article is investigating the reasons for such a situation, and analysing the problems of academic freedoms exercising by a lawyer-teacher. The conclusion was made that the bureaucratization and managerization of the higher legal education cancels out the declared academic freedoms; they are aimed at formalizing and imitating both the teaching and the scientific activities. The question was raised about the necessity to separate out the teacher’s right for a professional dignity and for keeping a reasonable distance from both the student and the administration of the higher educational establishment. The emphasis was given to the problem of observing the ethic rules of behaviour in the educational process which is one of the conditions for the teacher’s academic freedoms exercising.

The article notes that the existing educational programs of higher professional education, despite the fact that provide graduates of master's programs and graduate school the ability to conduct research, do not allow students to gain an understanding of the goals, objectives, methods and methodology of scientific research. The author raises the question of the need for the introduction of system in the teaching of scientific activity in legal science and the addition of curriculum science course. The analysis allows to speak about the imperfection in the organization of scientific research of young legal scholars. Thus, the need to study certain aspects of legal science is determined by them intuitively, not in accordance with the actual needs of society. The methodological tools used by law students are diverse and not structured, in most cases unknown to methodological science, which requires the establishment of a unified terminology and classification of terms in the methodology of legal research. It is also noted that according to the results of the defended candidate's theses in the field of law, many proposals for improving the current Russian legislation and law enforcement practice are formulated. However, the majority remains an empty formality, despite the support of the scientific community, obtained by the dissertation during the defense of his work. There is no official record of such proposals, they are mostly not sent to the legislative and law enforcement bodies, the practical results of scientific research remain on paper, which ultimately adversely affects the motivation of undergraduates and graduate students to research