why we need laws essay

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What is a Law?

“don’t run with scissors in your hand”, “don’t drive your car on the sidewalk”, “do not steal your neighbor’s property”.

How many times a day does someone tell you what to do? How often do you have to stop yourself from doing what you want, because you know that this action is prohibited or wrong?

In the United States, it seems like we have laws, rules, and regulations to oversee just about everything. We don’t always like these rules, since they often mean that someone is telling us what to do, or keeping us from doing what we want. Yet to live in a civil society, we must have some rules to follow.

Who gets to make these rules? Where do they come from? What happens when we break them? These are the questions this page will seek to answer for you.

aws are rules that bind all people living in a community. Laws protect our general safety, and ensure our rights as citizens against abuses by other people, by organizations, and by the government itself.  We have laws to help provide for our general safety.  These exist at the local, state and national levels, and include things like:

• Laws about food safety.  At the state and local level, health departments have guidelines that restaurants follow for how to store and prepare food in a healthy manner, so that diners won’t get sick. At the national level, the Department of Agriculture and other federal agencies inspect food production plants to be sure that the food that shows up in your supermarket is safe to eat.
• Speed limits and traffic laws exist so that we drive in a safe manner.
• Licensing for doctors and nurses ensures proper training of the people who look after us, and who often have our lives in their hands.

We also have laws that protect our rights as citizens, and which include things like:

• Laws that come from the Bill of Rights in the U.S. Constitution, that guarantee our basic freedoms like freedom of speech, religion, and the press.
• Laws that protect us from discrimination because of our race, gender, age, or because of a disability.

Where do Laws come from?

• Statutory Law

This law comes from the judicial branch. Though the courts do not pass laws, they do interpret them. This means that the judiciary bases their legal decisions on what is written in the Constitution, and on previous court rulings in similar cases. This is a process called stare decisis which in Latin means “let the decision stand.”

Statutes are laws created by the legislative branch through the lawmaking process. Statutes are written, discussed, argued and voted on in Congress or in the legislature of a state. The courts then apply and interpret these statutes on a case by case basis.

Laws Over Time

The thing about living in a democracy is that the laws change over time. The laws needed in 1789 when the Constitution was born, and in 1890, 1950, or 1990, are different from the laws needed today. The legislative branch of government must seek to update laws as needed, and the judicial branch has to interpret the laws so that they apply fairly to society at the time.

• For example, laws about bullying or stalking have had to be updated to consider social networking sites, cyber bullying and cyber stalking. The original laws didn’t take the internet into consideration.

More About Laws

The laws of our nation generally arise out of our shared values and morals. In our nation we have laws at both the national and state levels. As citizens, we tend to be most familiar with state and local laws, since these are the laws we encounter most in our daily lives. These laws protect us against crimes like murder, robbery, rape, and assault. They also insure that we don’t drive too fast, that we mow our lawns and keep our dogs on leashes. In the United States, we also have a national government which makes laws. On the national level, we have laws about internet crime, narcotics, treason, as well as things like copyright and patents. Laws are sometimes controversial, and citizens do not always agree on what should be illegal. Though laws tend to come out of our shared values as a society, not everything that is immoral is illegal. For example:

• Foul Language may be offensive to some people, but it isn’t illegal.
• Narcotics are illegal in most cases, yet some people would like them to be legal for everyone, while others find them to be a threat to public safety and support current laws.

Recently we have seen state and local governments making some laws that may cause us to question the limits of government’s power. For example:

• Should a state be able to limit the sale of large, 40 ounce sodas in the name of supporting good health?
• Should teachers be able to use Facebook? Can they “friend” their students?
• Should a city be able to limit the number of fast food restaurants in a neighborhood, to try to make residents make healthier food choices?
• Should a municipality be able to tell you how “low” to wear your pants?

The Rule of Law

President Theodore Roosevelt once said, " Ours is a government of liberty, by, through and under the law. No man is above it, and no man is below it. "

Rule of Law 1

The American commitment to the rule of law means that every citizen is governed by the same laws, applied through a fair and equal judicial process to resolve disputes peacefully.

Rule of Law 2

Faithfulness to the rule of law allows us to live in a civil society in which everyone’s rights are respected; where each of us is guaranteed liberty and equality of opportunity.

Rule of Law 3

As citizens we respect the laws because they are clearly communicated and fairly enforced. Everyone is held accountable to the same laws, and those laws protect our fundamental rights. This is the foundation of the rule of law in the United States.

Rule of Law 4

The words “Equal Justice Under Law” are engraved on the front of the United States Supreme Court building in Washington, D.C… These words embody the ideal of the RULE OF LAW, which is at the heart of our American democracy.

Rule of Law 5

In the United States, we have written laws in place to help us settle disagreements peacefully through a fair system of justice. It is the job of the courts to interpret the laws. It is up to judges and juries to decide if we have indeed broken the law.

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The Rule of Law and Why It Matters

Published: May 17, 2017

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At a Glance

• Civics & Citizenship
• Democracy & Civic Engagement

About This Lesson

John Carey, professor of government at Dartmouth University, believes that next to free and fair elections, one of the most important defining characteristics of democracy is the rule of law. While the citizens of a democracy choose their leaders and representatives through elections, the rule of law defines the relationship between representatives and citizens between elections.

So what is the rule of law? Most simply put, it means that laws apply equally to everyone in a democracy, even the most powerful government officials and elected leaders. It also means that laws are created through a predetermined, open, and transparent process, not by the whim of the most powerful members of society.

This lesson provides students with the opportunity to both learn what it means to respect the rule of law and consider its importance in a democracy. Students will listen to John Carey, professor of government at Dartmouth University, tell a story from his travels to Chile that illustrates how a country's respect for the rule of law can be apparent even in the most seemingly mundane circumstances. Then they will research current events from around the world that illustrate the relationship between the rule of law and healthy democracy.

Essential Questions

• What does it mean to respect the rule of law?
• What impact does the rule of law have on democracy?

What’s Included

This lesson is designed to fit into one 50-minute class period and includes:

3 activities 1 audio

Save this resource for easy access later.

Lesson plan.

Define Rule of Law

Tell the class you’ll be creating a working definition for rule of law , a concept that dates back to antiquity. Begin by asking students to share any ideas and information they have about the rule of law. Then, share these two quotations from the Magna Carta and Common Sense : The rule of law was first codified in Western European government in the Magna Carta in 1215, when English nobles demanded that King John’s powers to arbitrarily arrest or imprison them be curtailed. The charter states that even the King had to follow the law:

No free man shall be taken, imprisoned, disseized, outlawed, or banished, or in any way destroyed, nor will he proceed against or prosecute him, except by the lawful judgment of his peers and the Law of the Land. 

In his 1776 pamphlet Common Sense , American founding father Thomas Paine wrote that the law itself ought to be more important and more powerful than any individual, including a king:

But where says some is the king of America? I’ll tell you Friend, he reigns above, and doth not make havoc of mankind like the Royal of Britain. . . in America THE LAW IS KING. For as in absolute governments the King is law, so in free countries the law ought to be king; and there ought to be no other. But lest any ill use should afterwards arise, let the crown at the conclusion of the ceremony be demolished, and scattered among the people whose right it is.

Discuss together: What do the ideas in these quotations add to your working definition of the rule of law?

Optionally, share the four core principles of the rule of law, as defined by the World Justice Project, which measures respect for rule of law in countries around the world: 1

The government and its officials and agents as well as individuals and private entities are accountable under the law. The laws are clear, publicized, stable, and just; are applied evenly; and protect fundamental rights, including the security of persons and property and certain core human rights. The process by which the laws are enacted, administered, and enforced is accessible, fair, and efficient. Justice is delivered timely by competent, ethical, and independent representatives and neutrals who are of sufficient number, have adequate resources, and reflect the makeup of the communities they serve.

• 1 “What is the Rule of Law?,” World Justice Project website, accessed May 12, 2017.

Listen to the Interview

Play the audio clip John Carey on the Rule of Law . To help guide students' listening, choose questions from the list below and share them with students before playing the audio. Students can respond to the questions as they listen.

After playing the audio, give students a few minutes to complete any answers they did not finish while listening. Then lead a class discussion based on these questions:

How does Carey define the rule of law? Which ideas from the Magna Carta, Common Sense, and the World Justice Project does he emphasize? Summarize the story Carey tells about his travel to Chile. Why does he use that story to describe the rule of law? How is the rule of law related to the protection of human rights? How might an absence of rule of law lead to violations of human rights? Why does Carey suggest that it is difficult to identify when the rule of law is being violated at the moment it is happening? What does he say makes it hard to recognize when democracy is being eroded? Carey says that protecting democracy when it is under threat requires widespread recognition of when a line has been crossed. What does widespread recognition look like? Why is it difficult to build a critical mass of people who stand up for democracy? What factors might encourage people to look the other way?

Related Materials

• Audio John Carey on the Rule of Law

Research Rule of Law around the World

Students can better understand the importance of the rule of law in a democracy by investigating how it is valued and challenged in different countries around the world. They might start their investigation by looking at the World Justice Project's Rule of Law Index . (The option to “View Tour” on the site is an excellent place to begin.) Examining the criteria WJP uses to rank countries and the outcomes of their evaluation can lead students to a deeper understanding of the rule of law as a principle and as it is experienced in everyday life.  

Students can also research recent news stories online. Recent reports about South Korea and Turkey are good entry points for understanding how the rule of law is at work, and at stake, in choices that leaders and citizens are making around the world.

• Link World Justice Project's Rule of Law Index

Materials and Downloads

Explore the materials, john carey on the rule of law.

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Why We Need Laws to Exist in Society

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Swiss philosopher Jean Jacques Rousseau argued in 1762 that people are born free and must willingly give legitimate authority to the government through a " social contract " for mutual preservation. In theory, citizens come together to form a society and make laws, while their government implements and enforces those laws. Laws are supposed to protect the people, or citizens, of society either individually or collectively. Laws exist for five basic reasons, and all of them can be abused. Read the five major reasons why laws are needed for society to survive and thrive.

The Harm Principle

Laws created under the harm principle are written to protect people from being harmed by others. Laws against violent and property crime fall into this category. Without basic harm principle laws, a society ultimately degenerates into despotism—the rule of the strong and violent over the weak and nonviolent. Harm principle laws are essential, and every government on Earth has them.

The Parental Principle

In addition to laws intended to discourage people from harming each other, some laws are written to prohibit self-harm. Parental principle laws include compulsory school attendance laws for children, laws against neglect of children and vulnerable adults, and laws banning the possession of certain drugs. Some parental principle laws are essential for protecting children and vulnerable adults, but even in those cases, they can be oppressive if they are not narrowly written and sensibly enforced.

The Morality Principle

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Some laws are based not strictly on harm or self-harm concerns but also on promoting the personal morality of the law's authors. These laws are usually, but not always, grounded in religious belief. Historically, most of these laws have something to do with sex—but some European laws against Holocaust denial and other forms of hate speech also appear to be motivated primarily by the morality principle.

The Donation Principle

All governments have laws granting goods or services of some kind to its citizens. When these laws are used to control behavior, however, they can give some people, groups, or organizations unfair advantages over others. Laws promoting specific religious beliefs, for example, are gifts that governments extend to religious groups in hopes of gaining their support. Laws punishing certain corporate practices are sometimes used to reward corporations that are in the government's good graces and/or to punish corporations that are not. Some conservatives in the United States argue that many social service initiatives are donation principle laws intended to buy the support of low-income voters, who tend to vote for Democrats.

The Statist Principle

The most dangerous laws are those intended to protect the government from harm or to increase its power for its own sake. Some statist principle laws are necessary: Laws against treason and espionage, for example, are essential to the stability of the government. But statist principle laws can also be dangerous. These laws restricting criticism of the government, such as flag burning laws that prohibit the desecration of symbols that remind people of the government, can easily lead to a politically oppressive society full of imprisoned dissidents and frightened citizens who are afraid to speak out.

• Folkways, Mores, Taboos, and Laws
• Natural Law: Definition and Application
• What Are Natural Rights?
• What Are Individual Rights? Definition and Examples
• What Is Socialism? Definition and Examples
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• What Constitutes a Crime?
• What Is Classical Liberalism? Definition and Examples
• What Is Pluralism? Definition and Examples
• Civil Society: Definition and Theory
• The Difference Between Liberals and Conservatives
• About the US Civil Rights Act of 1875
• The Importance Customs in Society
• Loving v. Virginia (1967)
• About the Clayton Antitrust Act of 1914
• How Media Censorship Affects the News You See

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The value of law: understanding the purpose of laws and legal systems

The rule of law is one of the four fundamental values of British society , along with democracy, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. Its value around the world is virtually incalculable, underpinning all societies and communities that work to create – and maintain – fairness, peace, and prosperity. 

In the United Kingdom, the rule of law can be traced back as far as 1215 with the signing of the Magna Carta . This historic document paved the way for the common law legal system as we know it in the 21st century, helping to enshrine the fundamental principles of equality and order that people have come to expect.

Through the rule of law, and its legal systems and services, citizens can reasonably expect:

• Access to a functioning justice system that upholds legal standards and applies to all citizens, entities, and institutions.
• Accountable, transparent governments and public institutions that are free of corruption or corrupt regimes and state powers that act solely in their own interests.
• A healthy democracy and political economy.
• Fair trials.
• Open and transparent law-making.
• Respect for fundamental human rights.
• Predictability and precedents, whether a case is in adjudication, with arbitrators, or in the Supreme Court .

In fact, according to the World Justice Project , research shows that the rule of law correlates to:

• higher economic growth.
• greater peace.
• less inequality.
• improved health and well-being outcomes.
• more education.

Why do we need laws?

Laws are the rules that regulate conduct and behaviour within society. They apply to all citizens and are enforceable by a governmental authority, with penalties in place for people who contravene the law.  

According to eNL Legal , laws help ensure that the victims of crime receive justice, and that criminals receive the relevant penalty for their wrong-doing, with an end goal of rehabilitation and the prevention of reoffending:

“Many believe that a society without laws would be a society in a state of chaos,” eNL Legal states. “Without clear authority figures and punishments in place to deter people from, for example, stealing, anarchy would ensue. Any person could walk into your house and take your belongings with no consequence. Someone could take another individual’s life and nothing would happen.”

What is the difference between a law and a rule?

Rules and laws have several similarities and a few key differences. Both, for example, outline permissions, expectations, and standards for people’s behaviour or actions, and there are typically repercussions for not meeting – or flouting – these expectations. When it comes to laws, however, rules are written by governments and courts, enforced by institutions such as the police, and the repercussions for not following the law come with legal consequences. 

So while breaking a rule, such as not meeting a required dress code, can carry a consequence – in this example, not being allowed to enter a particular establishment – breaking a law, such as physically harming another person, comes with a much more serious consequence, such as arrest, prosecution, jail time, and so on.

What are the limits of the law?

The United Kingdom does not have a statute of limitations for serious criminal offences. It does, however, have time limits in place, after which certain types of court action cannot be taken. 

There are three legal systems in the UK – one for England and Wales, one for Scotland, and one for Northern Ireland – and each has its own point of view on time limits. For example, in England and Wales, the Limitation Act 1980 sets a one-year limitation period for offences such as libel or slander. This means that if someone feels they are a victim of libel or slander, they have 12 months from the date of the alleged offence to start court proceedings.

What are the advantages of the rule of law?

The advantages of the rule of law are far-reaching within societies. Through fair laws and an impartial judiciary, citizens are assured stability, equality, and open access to justice when needed. 

According to the UN Global Compact , this “ultimately leads to respect for human rights and the environment. It also helps lower levels of corruption and instances of violent conflict.”

What are some benefits of having laws?

Much like the advantages of the rule of law, the benefits of having laws are numerous:

• People have a starting point of knowledge in terms of what is and isn’t acceptable in society, with rules covering everything from speed limits to finances.
• When laws are broken, there are systems in place to ensure that victims receive justice (for example, in the form of compensation) and offenders face consequences.
• Writing rules into law ensures that they are robust. But legal systems can also adapt to societal changes. For example, there was a time when it was illegal for women to vote or same-sex couples to marry, but these rules have changed alongside society and its steps towards greater social justice.

Economic value of the law

In recent years, economists and legal experts working with LegalUK have conducted an economic analysis to highlight the economic value of England’s system of law and legal framework. This theory of value is illustrated using a variety of metrics and differentials, and highlights the globalisation of English law. For example:

• £250 billion of global merger and acquisition transactions were estimated to be governed by English law in 2019.
• English law governs many insurance contracts globally, worth £80 billion in gross written premiums.
• English law is the preferred legal framework for global commercial maritime contracts – and the UK maritime sector contributes £15 billion annually to the UK economy.

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Lesson 1: Why do we need rules and laws?

What kinds of rules are necessary for learning, living and playing together in school.

Lesson description

The class plays the game “guess my rules”. The teacher divides the class into two teams and explains to the students that they will play a game and must guess the rules.

Explanation:

• each team can score a goal by putting the ball through the space marked at their scoring end;
• only the teacher knows the rules;
• the teacher will not explain the rules and the students cannot ask what they are;
• when they break a rule, the students have to sit down;
• the aim of the game is for the students to score a goal without breaking the rules; the students’ task is to work out what the rules are so that they don’t break them.

The rules are:

• everyone can play the game;
• only boys can kick the balls;
• students whose given name starts with the letter “A” cannot run;
• no-one is allowed to move with the ball;
• violence is permitted.

For the f rst two minutes of the game, it is played using only the first two rules. Then the teacher includes the other rules and the whole game lasts for about five minutes.

Once the game has finished, the teacher gathers the students and discusses the following points with them:

• What did you think about the game? Was it good? Bad? Fair?
• How did you know that there were some rules?
• How did you feel about not knowing what the rules were?

The teacher engages the students in a brainstorming session and records their answers on the flipchart or blackboard. The key question is “Why do we need rules in school?” Depending on the answers given by the students, the teacher might write something on the flipchart or blackboard. The major criteria in terms of “equality”, “participation”, “fairness” and “respect” should be on the blackboard at the end of the session. The teacher keeps the results of the brainstorming session, which will be used in lesson 4.

There can only be rules in school if students also have rights and responsibilities. The students are given the task of listing their rights and responsibilities in school and then matching them to the school rules. The students work in pairs and write down their rights, responsibilities and rules on the handout. They display their handouts on the f ipchart or blackboard.

Once all the handouts have been displayed, all the students have a look at the display and can ask their classmates questions.

• Educating for democracy (I)  
• Introduction  
• Part 1 - Understanding democracy and human rights  
• Unit 1 – What the concepts mean  
• 1. Politics, democracy & democratic governance of schools  
• 1.1 Politics  
• 1.2 Democracy  
• 1.3 Democratic governance of schools  
• 9 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-1/chapter-2/" class="text-dark">2. Childrens Rights & the Right to Education 9  
• 11 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-2/" class="text-dark">Unit 2 – The key to a dynamic concept of citizenship 11  
• 1. Challenges to the traditional model of citizenship  
• 1.1 A new kind of citizenship requires a new kind of education  
• 2. Political culture  
• 2.1 Democracy comes to life through its citizens  
• 2.2 The cultural dimension of human rights  
• 2.3 Teaching through democracy and human rights – democratic culture in school  
• Unit 3 - Educating for democracy and human rights  
• 1. The three dimensions of EDC/HRE  
• 1.1 The cognitive dimension of EDC/HRE: learning “about” democracy and human rights  
• 1.2 The participative dimension of EDC/HRE: learning “for” democracy and human rights  
• 1.3 The cultural dimension of EDC/HRE: learning “through” democracy and human rights  
• 13 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-2/" class="text-dark">2. HRE and its connection with EDC 13  
• 3. Competences in EDC/HRE  
• 3.1 “I would like my students to be able to …”  
• 3.2 Competences – a general definition  
• 3.3 How can teachers find out what competences students have? Competence and performance  
• 3.4 A model of student competences in EDC/HRE  
• 3.5 Teacher competences in EDC/HRE  
• 16 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-4/" class="text-dark">4. “We create the world in our minds”: constructivist learning in EDC/HRE 16  
• 4.1 Learners “construct” meaning – they discover and create something new  
• 4.2 Learners “reconstruct” what they have learnt – they apply it and put it to the test  
• 4.3 Learners “deconstruct”, or criticise, their own results or each other’s  
• 5. Professional ethics of EDC/HRE teachers: three principles  
• 5.1 Principle of non-indoctrination  
• 5.2 Principle of controversial discussion  
• 5.3 Empowering students to promote their interests  
• 6. Key concepts in EDC/HRE  
• 6.1 Why do we need key concepts in EDC/HRE?  
• 6.2 The essence of the key concepts  
• 7. The method carries the message: task-based learning in EDC/HRE  
• 7.1 The shortcomings of traditional citizenship education  
• 7.2 Teaching though and for democracy and human rights requires active learning  
• 7.3 Tasks – the teacher’s tool to support active learning  
• 7.4 Task-based learning is problem-based learning  
• 7.5 The teacher’s roles in task-based learning sequences  
• 7.6 Active learning requires a follow-up  
• 23 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-8/" class="text-dark">8. A human rights-based approach to schooling 23  
• 26 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-4/" class="text-dark">Unit 4 - Education for Democratic Citizenship and Human Rights Education – A short history of the Council of Europe approach 26  
• 1. Background  
• 2. Outcomes of the EDC/HRE project  
• 3. Practical instruments  
• 3.1 The EDC/HRE pack  
• 3.2 Six volumes on EDC/HRE in school projects, teaching sequences, concepts, methods and models  
• Part 2 - Teaching democracy and human rights  
• Unit 1 - Conditions of teaching and learning  
• 1. Introduction  
• 2. Task and key questions for conditions of teaching and learning  
• 2 - Work file 1: How to take students’ skills and knowledge into account  
• 2 - Work file 2: How to take my teaching skills and knowledge into account  
• 2 - Work file 3: Considering general teaching and learning conditions  
• 2 - Work file 4: What are my basic attitudes towards students?  
• 2 - Work file 5: Rethinking discipline and order from a democratic point of view  
• 2 - Work file 6: Rethinking the teacher’s role from a democratic point of view  
• 2 - Work file 7: How to develop a democratic atmosphere in the classroom  
• 2 - Work file 8: How to develop school as a democratic community  
• Unit 2 - Setting objectives and selecting materials  
• 2. Task and key questions for setting objectives and selecting materials  
• 2.1 Task  
• 2.2 Key questions  
• 2 - Work file 1: Students’ competences for EDC/HRE  
• 2 - Work file 2: Two categories of materials in EDC/HRE  
• 2 - Work file 3: Selecting and using materials in EDC/HRE  
• Unit 3 - Understanding politics  
• 1. Introduction: what must students learn?  
• 2. Task and key questions to understand politics  
• 2.1 Task for teachers in EDC/HRE  
• 2 - Work file 1: How can I address politics in my EDC/HRE classes?  
• 2 - Work file 2: How can I support my students in judging political issues?  
• Unit 4 - Guiding processes of learning and choosing forms of teaching  
• 2. Task and key questions for guiding processes of learning and choosing forms of teaching  
• 2 - Work file 1: Three stages in a learning process  
• 2 - Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”  
• 2 - Work file 3: Selecting adequate forms of teaching and learning  
• 2 - Work file 4: Five basic forms of teaching and learning  
• Unit 5 - Assessment of students, teachers and schools  
• 2. Task and key questions for assessment of students, teachers and schools  
• 2 - Work file 1: Different dimensions of assessment  
• 2 - Work file 2: Perspectives of assessment  
• 2 - Work file 3: Perspectives and forms of assessment  
• 2 - Work file 4: Standards of reference  
• 2 - Work file 5: Assessment of students – the influence of assessment on self-concepts  
• 2 - Work file 6: Checklist “How do I assess my students?”  
• 2 - Work file 7: Assessment of teachers  
• 2 - Work file 8: Self-assessment of teachers  
• 37 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-9/" class="text-dark">2 - Work file 9: Working with journals, logbooks, portfolios 37  
• 2 - Work file 10: Co-operative teaching and peer feedback  
• 2 - Work file 11: Assessment of EDC/HRE in schools  
• 2 - Work file 12: Quality indicators of EDC/HRE in a school  
• 2 - Work file 13: General principles for evaluating EDC/HRE  
• 2 - Work file 14: Guidelines for self-evaluation of schools  
• 2 - Work file 15: Involving the different stakeholders in evaluating EDC/HRE in a school  
• 46 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-16/" class="text-dark">2 - Work file 16: Governance and management in a school 46  
• 2 - Work file 17: Focus on democratic school governance  
• 2 - Work file 18: How to analyse and interpret EDC/HRE evaluation results  
• Part 3 - Tools for teaching and learning democracy and human rights  
• Unit 1 - Toolbox for teachers  
• Tool 1: Task-based learning  
• Tool 2: Co-operative learning  
• Tool 3: Chairing plenary sessions (discussion and critical thinking) in EDC/HRE classes  
• Tool 4: Interviewing an expert – how to collect information  
• 47 " href="https://www.living-democracy.com/textbooks/volume-1/part-3/unit-1/tool-5/" class="text-dark">Tool 5. Defining competence-based teaching objectives 47  
• Unit 2 - Toolbox for students  
• Tool 1: Worksheet for students to plan their learning schedules  
• Tool 2: Worksheet for students to reflect on their learning  
• Tool 3: Worksheet for students to reflect on their achievement  
• Tool 4: Researching in libraries  
• Tool 5: Researching on the Internet  
• Tool 6: Carrying out interviews and surveys  
• Tool 7: Interpreting images  
• Tool 8: Mind maps  
• Tool 9: Creating posters  
• Tool 10: Holding exhibitions  
• Tool 11: Planning and giving presentations  
• Tool 12: Preparing overhead transparencies or a PowerPoint presentation  
• Tool 13: Writing newspaper articles  
• Tool 14: Putting on performances  
• Tool 15: Holding debates  
• Growing up in democracy (II)  
• The conceptual framework of this manual  
• Unit 1: Identity – Me in my community  
• Lesson 1: This is what I like  
• Lesson 2: My personal symbols (coat of arms part I)  
• Lesson 3 - This is our coat of arms (coat of arms part II)  
• Lesson 4 - Individuals and groups  
• UNIT 2: Diversity and pluralism – At home in Europe  
• Lesson 1: What is Europe?  
• Lesson 2: I am at home in Europe (building a physical map I)  
• Lesson 3: I am at home in Europe (building a physical map II)  
• Lesson 4: Europeans are different and equal  
• UNIT 3: Equality – Minorities and majorities  
• Lesson 1: All different, all equal  
• Lesson 2: Is it fair? (research)  
• Lesson 3: Is it fair? (follow-up)  
• Lesson 4: A matrix of power  
• UNIT 4: Conflict – Rules help to solve conflicts  
• Lesson 1: Everything’s okay! Really?  
• Lesson 2: This is how we do it  
• Lesson 3: A list of ideas  
• Lesson 4: Our contract of rules  
• UNIT 5: Rules and law – The basis of living together  
• Lesson 1: Why do we need rules and laws?  
• Lesson 2: What happens if …?  
• Lesson 3: Our new school rules  
• Lesson 4: A campaign for our new school rules  
• UNIT 6: Power and authority – I am the boss! Am I?  
• Lesson 1: Superhero?  
• Lesson 2: Good guys, bad guys?  
• Lesson 3: One person does everything, the rest do nothing?  
• Lesson 4: Sharing the power  
• UNIT 7: Responsibility – I go eco … my school takes part!  
• Lesson 1: Responsibility  
• Lesson 2: School is life: living ecology?  
• Lesson 3: How can I start to be responsible?  
• Lesson 4: How did we do – what’s the plan?  
• UNIT 8: Rights and freedom – My rights – your rights  
• Lesson 1: Wants and needs: what is important to me?  
• Lesson 2: Human rights: what do they say?  
• Lesson 3: Survey: what people around us think and know  
• Lesson 4: Human rights alive!  
• UNIT 9: Media - Media in use: I would if I could  
• Lesson 1: We prepare an exhibition  
• Lesson 2: The power of knowledge and skills!  
• Lesson 3: Presentation time!  
• Lesson 4: We plan a media product  
• Unit 9 - Teachers’ handout 1: media in democracies  
• Unit 9 - Teachers’ handout 2: working with television  
• Manual for students  
• I. Handouts for students - Introduction  
• Student handout for Unit 1, lesson 1: “I like and don’t like” table  
• Student handout for Unit 1, lessons 2 and 3: Coat of arms template  
• Student handout for Unit 1, lesson 4: 3-step discussion  
• Student handout for Unit 2, lesson 1: Map of Europe (enlarge it to A3)  
• Student handout for Unit 2, lesson 1: The countries and capitals of Europe  
• Student handout for Unit 2, lesson 1: The flags of Europe  
• Student handout for Unit 2, lesson 1: Rivers in Europe  
• Student handout for Unit 2, lesson 1: Mountains and landforms in Europe  
• Student handout for Unit 2, lessons 2 and 3: Country portrait  
• Student handout for Unit 3, lesson 2: Table for notes  
• Student handout for Unit 3, lesson 3: Statistics sheet  
• Student handout for Unit 3, lesson 4: Word and power cards  
• Student handout for Unit 4, lesson 1: Our problem – my problem  
• Student handout for Unit 4, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 1: Rights, responsibilities and rules in our school  
• Student handout for Unit 5, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 4: Criteria for good rules  
• Student handout for Unit 6, lesson 1: Superhero?  
• Student handout for Unit 6, lesson 2: Schema of political representation  
• Student handout for Unit 6, lesson 3: Election information  
• Student handout for Unit 7, lesson 1: Responsibility for what?  
• Student handout for Unit 7, lesson 4: Who has what kind of responsibility?  
• Student handout for Unit 8, lesson 1: Task to decide between “WANTS” and “NEEDS”  
• Student handout for Unit 8, lesson 2: Human rights: a list for comparing rights and needs  
• Student handout for Unit 8, lesson 3: Survey on human rights  
• Student handout for Unit 9, lesson 1: Presentation cards giving a short description of the media devices  
• II. Toolbox for students - Introduction  
• 1. Researching in libraries  
• 2. Researching on the Internet  
• 3. Carrying out interviews and surveys  
• 4. Interpreting images  
• 5. Mind maps  
• 6. Creating posters  
• 7. Holding exhibitions  
• 8. Planning and giving presentations  
• 9. Preparing overhead transparencies or a PowerPoint presentation  
• 10. Writing newspaper articles  
• 11. Putting on performances  
• 12. Holding debates  
• Living in democracy (III)  
• The conceptual framework of the manual: key concepts  
• Part 1: Individual and community  
• UNIT 1: Stereotypes and prejudices  
• Lesson 1: How others see a person  
• Lesson 2: How differently a person can be described...  
• Lesson 3: Stereotypes and prejudices  
• Lesson 4: Identity - Stereotypes about me!  
• Student handout 1.1: (Group 1) Role play  
• Student handout 1.1: (Group 2) Role play  
• Student handout 1.1: (Group 3) Role play  
• Background material for teachers: Stereotypes and prejudices  
• Student handout 1.2: Self-perception – perception by others  
• UNIT 2: Equality - Are you more equal than me?  
• Lesson 1: Differences and similarities  
• Lesson 2: Vesna’s story  
• Lesson 3: Equality between men and women  
• Lesson 4: Social justice  
• Student handout 2.1: Vesna's story  
• Student handout 2.2: Men and women: the story  
• Student handout 2.3: The shipwreck  
• UNIT 3: Diversity and pluralism - How can people live together peacefully?  
• Lesson 1: How can people live together?  
• Lesson 2: Why do people disagree?  
• Lesson 3: In what ways are people different?  
• Lesson 4: Why are human rights important?  
• Student handout 3.1: The school on the edge of the forest  
• Student handout 3.2: Hope is for everyone  
• Student handout 3.3: Help for Hope College  
• Student handout 3.4 - The islanders and the settlers (role cards)  
• Student handout 3.5: Situation cards: the islanders  
• 15 " href="https://www.living-democracy.com/textbooks/volume-3/part-1/unit-3/student-handout-10/" class="text-dark">Student handout 3.6: Key elements of human rights 15  
• UNIT 4: Conflict  
• Lesson 1: Conflict resolution  
• Lesson 2: Applying the six-step approach  
• Lesson 3: Conflicting human rights  
• Lesson 4: Using violence  
• Teacher’s resource sheet: International humanitarian law  
• Student handout 4.1: A six-step approach to conflict resolution  
• Student handout 4.2: Conflict scenarios  
• Student handout 4.3: Five cases of conflicting human rights  
• Student handout 4.4: Is violence acceptable in some cases?  
• Part 2: Taking responsibility  
• UNIT 5: Rights, liberties and responsibilities  
• Lesson 1: Wishes, basic needs, human dignity and human rights  
• Lesson 2: Detecting human rights violations  
• Lesson 3: Rights and responsibilities  
• Lesson 4: Human rights quiz  
• Student handout 5.1: Wishes, needs and rights  
• Student handout 5.2: List of human rights  
• Student handout 5.3: Cases of human rights violations  
• Student handout 5.4: Rights and responsibilities  
• Student handout 5.5: Human rights quiz (training cards)  
• Teacher’s resource sheet  
• UNIT 6: Responsibility  
• Lesson 1: Responsibilities at home  
• Lesson 2: Why should people obey the law?  
• Lesson 3: Whose problem is it?  
• Lesson 4: Why do people become active citizens?  
• Student handout 6.1: Milan makes a choice  
• Student handout 6.2: Schmitt’s dilemma  
• Student handout 6.3: Things are getting out of control!  
• Student handout 6.4: Card sort: the life of Jelena Santic  
• Part 3: Participation  
• UNIT 7: A class newspaper  
• Lesson 1: The newspapers around us  
• Lesson 2: Our newspaper is the best... don't you agree?  
• Lesson 3: We produce our wall newspaper  
• Lesson 4: Our first issue!  
• Background material for teachers  
• Student handout 7.1: How to write an article  
• Part 4: Power and authority  
• UNIT 8: Rules and Law  
• Lesson 1: Good law – bad law  
• Lesson 2: At what age?  
• Lesson 3: You make the law  
• Lesson 4: Rules of evidence  
• Student handout 8.1: A questionnaire: at what age?  
• Student handout 8.2: Discussion cards  
• 8.1 Background information for teachers: Integration, not criminalisation  
• 8.2 Background information for teachers: Convention on the Rights of the Child  
• UNIT 9: Government and politics  
• Lesson 1: Who is in charge?  
• Lesson 2: If you were the president  
• Lesson 3: Me and my role  
• Lesson 4: Student parliament  
• Student handout 9.1: The Kingdom of Sikkal  
• Student handout 9.2: Discussion cards  
• Student Handout 9.3: Questionnaire  
• Taking part in democracy (IV)  
• Interactive constructivist learning in EDC/HRE  
• Part 1: Taking part in the community  
• UNIT 1: IDENTITY  
• Lesson 1: Views on choices and identity  
• Lesson 2: Looking back: what choices made me the person I am?  
• Lesson 3: Looking forward: three choices that shape our future lives  
• Lesson 4: Which job suits me?  
• Materials for teachers 1.1: Quotes on choices and identity  
• Materials for teachers 1.2: Job cards  
• Unit 1.3: Background information for teachers  
• UNIT 2: RESPONSIBILITY  
• Lesson 1: Risk losing a friend – or break a rule?  
• Lessons 2 and 3: What would you do?  
• Lesson 4: What values must we share?  
• Materials for teachers 2.1: How to use the tool for dilemma analysis  
• Materials for teachers 2.2: Flipchart layout for the comparison of dilemma solutions (lesson 4)  
• Materials for teachers 2.3: Liberty and responsibility - three lecture modules  
• UNIT 3: DIVERSITY AND PLURALISM  
• Lesson 1: If I were president …  
• Lesson 2: What goals do we want to promote?  
• Lesson 3: What is the common good?  
• Lesson 4: Taking part in pluralist democracy  
• Materials for teachers 3A: Four basic political standpoints  
• Materials for teachers 3B: Lecture: what is the common good?  
• Materials for teachers 3C: Suggestions for extensions and follow-ups  
• Part 2 - Taking part in politics: settling conflict, solving problems  
• UNIT 4: CONFLICT  
• Lesson 1: The fishing game (1)  
• Lesson 2: The fishing game (2)  
• Lesson 3: How do we catch "as many fish as possible"?  
• Lesson 4: How can we achieve sustainability?  
• Materials for teachers 4.1: Fishing game: record sheet for players  
• Materials for teachers (game managers) 4.2: Reproduction chart: recovery of the fish population (in tons of fish)  
• Materials for teachers 4.3: Fishing game: record chart  
• Materials for teachers 4.4: Fishing game: diagram of fish Stocks and total catches  
• Materials for teachers 4.5: Homework Instructions (mini-handout for students)  
• Unit 4.5: Background information for teachers: Reading list on the fishing game  
• Unit 5: RULES AND LAW  
• Lessons 1 and 2: Why does a community need rules?  
• Lesson 3: What rules serve us best?  
• Lesson 4: The conference  
• Unit 6: Government and politics  
• Lesson 1: “Our most urgent problem is …”  
• Lesson 2: Politics - how a democratic community solves its problems  
• Lesson 3: Applying the policy cycle model  
• Lesson 4: How can we take part?  
• Lesson 5: Feedback session (optional)  
• Materials for teachers 6.1: Illustration of the policy cycle model - how can we reduce the number of car accidents?  
• Materials for teachers 6.2: Key statements on the policy cycle model  
• UNIT 7: EQUALITY  
• Lesson 1: The majority always rules?  
• Lesson 2: How can we balance majority and minority interests?  
• Lesson 3: Draft statutes  
• Lesson 4: What is a good way to govern a democratic community?  
• Part 3 - Taking part in politics: participation through communication  
• Unit 8: LIBERTY  
• Lesson 1: What issues are interesting for us?  
• Lesson 2: Preparing for the debate  
• Lesson 3: We debate – we decide – we report  
• Lesson 4: One debate – different perspectives  
• Materials for teachers 8.1: Why freedom depends on framing by rules and laws  
• UNIT 9: The media  
• Lesson 1: We are the gatekeepers!  
• Lessons 2 and 3: We are the gatekeepers!  
• Lesson 4: Do we control the media – or do the media control us?  
• Materials for teachers 9A: Skills and strategies for media education  
• Student handout 1.1: What choices have made me the person I am today - and who made them?  
• Student handout 1.2: Three options that shape our futures  
• Student handout 1.3: My criteria for choosing a job  
• Student handout 1.4: Questionnaire: job shadowing  
• Student handout 2.1: The dilemma concept  
• Student handout 2.2: A tool to analyse and solve dilemmas  
• Student handout 2.3: How would you decide? Dilemma case stories  
• Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)  
• Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)  
• Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)  
• Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”  
• Student handout 3.2: Taking part in democracy – basic rules and principles  
• Student handout 3.3: Establishing a political party  
• Student handout 3.4: How does a democratic political system handle diversity and pluralism?  
• Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship  
• Student handout 3.6: Map of social cleavages and political parties  
• Student handout 4.1: Case story: the conflict in the fishing community  
• Student handout 4.2: A model of sustainability goals  
• Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?  
• Student handout 4.4: What is the optimum balance between fish reproduction and harvest?  
• Student handout 5.1: Preparations for the conference on a framework of rules  
• Student handout 5.2: Basic questions to consider in institutional design  
• Student handout 5.3: Comparing frameworks of rules  
• Student handout 5.4: Procedural rules for the conference – draft version  
• Student handout 5.5: Summary: what can we learn through these games?  
• Student handout 5.6: Feedback on units 4 and 5  
• Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community  
• Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes  
• Student handout 6.3: Feedback on the unit “Government and politics”  
• Student handout 7.1: Is majority rule unfair to the minority? A case story  
• Student handout 7.2: How do democracies care for the protection of minorities?  
• Student handout 7.3: Task: drafting a statute for the sports club  
• Student handout 7.4: Record of group presentations: draft statutes for a micro-community  
• Student handout 8.1: Suggestions for a debating issue  
• Student handout 8.2: Rules for debating  
• Student handout 8.3: Planning sheet for the debating teams  
• Student handout 8.4: Planning sheet for the chairpersons  
• Student handout 8.5: Record sheet for the audience  
• Student handout 8.6: Worksheet for news story writers  
• Student handout 9.1: Creating a wall newspaper - making choices  
• Student handout 9.2: Tips for producing a wall newspaper  
• Student handout 9.3: Tips for writing a good news story  
• Exploring Children’s Rights (V)  
• Introduction: What the nine units have to offer (Class 1– 9)  
• Part 1: Lesson plans  
• Unit 1 (Primary school, Class 1) - I have a name – we have a school  
• Unit 2 (Primary school, Class 2) - Names are more than just letters!  
• Unit 3 (Primary school, class 3) - We are wizards!  
• Unit 4 (Primary school, Class 4) - Our rights - our treasure  
• Unit 5 (Primary school, Class 5) - We make rules for our classroom  
• Unit 6 (Primary school, Class 6) - Children's rights: a work of art!  
• Unit 7 (Primary school, Class 7) - Is what I want also what I need?  
• Unit 8 (Primary school, Class 8) - Children's rights - thoroughly researched  
• Unit 9 (Primary school, Class 9) - Why must we obey rules?  
• Part 2: Background information  
• 1. Frequently asked questions about the children's rights convention  
• 2. Children's rights - part of the human rights process  
• 3. How children's rights were created  
• 4. Children's rights: experiencing, getting to know and implementing them  
• 5. Pedagogical approach: learning by example  
• 6. Task-based learning: accompanying learning  
• 7. Teaching children's rights: key questions to guide the choice of teaching methods  
• 8. "But that means that I have the right to have a break, doesn't it?" - Children's rights in the classroom  
• Part 3: Documents and Teaching Materials  
• 1. Pupil's version of the Convention on the Rights of the Child  
• 2. Grouping children's rights into four dimensions  
• 3. The UN Convention on the Rights of the Child (20 November 1989)  
• 4. The illustrated Children's Rights (Children's Rights cards)  
• Teaching Democracy (VI)  
• Chapter 1 - Building up classroom atmosphere  
• Exercise 1.1. - Matching cards  
• Exercise 1.2. - Rights, responsibilities and rules in the classroom  
• Exercise 1.3. - Identity coat of arms  
• Exercise 1.4. - A bouquet of flowers  
• Exercise 1.5. - Chinese sticks  
• Chapter 2 - Clarifying values  
• Exercise 2.1. - The raft game  
• Exercise 2.2. - Value Systems  
• Exercise 2.3. - Philosophy of life  
• Chapter 3 - Getting to know human rights  
• Exercise 3.1. - The human rights poster  
• Exercise 3.2. - The strings  
• Exercise 3.3. - The human rights tree  
• Exercise 3.4. - The balloon ride  
• Exercise 3.5. - Wants and needs  
• Exercise 3.6. - The treasure box  
• Chapter 4 - Perceiving others  
• Exercise 4.1. - All different, all equal  
• Exercise 4.2. - Difference  
• Exercise 4.3. - True and false  
• Exercise 4.4. - First impressions  
• Exercise 4.5. - We all have prejudices  
• Exercise 4.6. - We are all equal, but some are more equal than others  
• Exercise 4.7. - The tourists  
• Exercise 4.8. - Globingo: "A human being is part of the whole world".  
• Chapter 5 - Making justice work  
• Exercise 5.1. - It's not fair  
• Exercise 5.2. - The exception  
• Exercise 5.3. - The jigsaw puzzle  
• Exercise 5.4. - The role of law  
• Exercise 5.5. - Perspectives on justice  
• Chapter 6 - Understanding political philosophy  
• Exercise 6.1. - Basic concepts of political thought  
• 5 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-6/exercise-2/" class="text-dark">Exercise 6.2. - Attitudes to power 5  
• Exercise 6.3. - If I were a magician  
• Chapter 7 - Taking part in politics  
• Exercise 7.1. - The wall of silence  
• Exercise 7.2. - My feelings about dictatorship  
• Exercise 7.3. - Questionnaire on attitudes to change  
• 6 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-7/exercise-4/" class="text-dark">Exercise 7.4. - The planning project 6  
• Exercise 7.5. - We and the world  
• Exercise 7.6. - Should we take part in politics?  
• Exercise 7.7. - How does government affect your life?  
• Exercise 7.8. - Ways of participating in democracy  
• Exercise 7.9. - The policy cycle  
• Chapter 8 - Dealing with conflict  
• Exercise 8.1. - Win-win solutions  
• Exercise 8.2. - A structured approach to conflict resolution  
• Exercise 8.3. - Family and peer conflict  
• Exercise 8.4. - Brainstorming session on conflict and peace  
• Exercise 8.5. - The statues  
• Exercise 8.6. - Punishment versus positive conflict resolution  
• Exercise 8.7. - Minorities  
• Exercise 8.8. - Images of war and peace  
• Illustrations  

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Why Study Law: Answers for Career Reasons and Essay Structure

Home » Application Questions and Answers » Why Study Law: Answers for Career Reasons and Essay Structure

• “Why study law?” essay question;
• “What is your motivation to study law?” job application question;
• “Why study law?” personal statement question;
• “Why study law?” interview question;
• “Why is law interesting?” law school application question;
• “Why study law in the UK?” question for international students; or
• “Why law?” application question.

8 Answers to Why Study Law

• Intellectually Challenging
• Allows You to Make a Difference
• Develop Multipurpose Skills
• Previous Learning Experience
• Passionate About Legally Connected Issues
• Personal Experience as a Reason to Why Study Law
• Interest in an Area of Law
• Lifelong Learning and Adaptability

1 – Intellectually Challenging

2 – allows you to make a difference, 3 – develop multipurpose skills.

• Business development;
• Drafting; and

4 – Previous Learning Experience

5 – you are passionate about legally connected issues.

• government policy;
• legislative processes;
• political developments; and
• international relations.

6 – Personal Experience as a Reason to Why Study Law

7 – interest in an area of law, 8 – lifelong learning and adaptability, why i chose to study law essay structure.

• Introduction: Start with a compelling hook, briefly introducing your motivation for studying law.
• Personal Journey: Share personal experiences or encounters that sparked your interest in law.
• Academic and Professional Goals: Explain how a law degree aligns with your academic aspirations and career objectives.
• Specialization Interests: If you have specific areas of law you are interested in, mention how they relate to your overall goals.
• Conclusion: Tie your personal, academic, and professional reasons together, reflecting on how a law degree will help you achieve your life objectives.

3 Tips on How to Excel in Your Answer

1 – Create a Structure

2 – show evidence, 3 – tailor towards the reader, 4 – bonus tip: why commercial law.

• “Why have you chosen a career in commercial law? Explain what motivates you”

Example Answers to Why Study Law

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1 What is law and why does it matter?

In this part of the course we are going to explore the role of law within society, its relationship to us as individuals, and its purpose.

There are many aspects to our law and legal system, and you may have come across reports of court cases, crime statistics, the behaviour of judges or the sentencing of a convicted criminal in the news, books or newspapers, television programmes or films. Law is actually all around us; it is wide-ranging and governs all aspects of our lives. The law underpins simple day-to-day transactions from buying a bus ticket or a cup of coffee, to more complicated matters such as employment, paying taxes, renting a home and how businesses operate. It even provides the guidelines which determine how a government may use its powers to rule.

What is a law? How do we recognise laws and why are they obeyed? It is important that we decide what we mean by the term ‘law’ before we go any further.

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How to write a 'why this law school' essay with examples.

Reviewed by:

David Merson

Former Head of Pre-Law Office, Northeastern University, & Admissions Officer, Brown University

Reviewed: 2/6/24

Entering law school? Knowing how to approach the “why law” school essay is vital—it's your tool to articulate why their institution is the ideal match for your legal goals. Let's get straight to it.

Getting into law school involves more than just grades—it's about convincing the admissions team why their school is the perfect fit for you. 

In this guide, we'll walk you through the process of crafting a strong "Why This Law School" essay, using clear examples and practical advice to help your application stand out in the competitive pool of applicants. So, let's get down to the essentials that will make your essay a key asset in securing your spot at the law school of your choice.

Writing the "Why This Law School" Essay

When writing your "Why This Law School" essay, it's important to thoughtfully consider key elements to express your connection with clarity and purpose. So, let’s take a look at how to write a “why law” school essay.

Generating Ideas for Impactful Content

When you're getting ready to write your “why law” school essay, start by doing some research. Dig into the school's culture, mission, faculty, and special projects. Learn about their history and what campus life is like.

Next, think about what genuinely interests you about the school. It could be their commitment to diversity, a specific course they offer, or interesting internship opportunities . Write down these things that catch your attention.

Now, connect your own experiences, events, and skills with the things you found interesting about the school. If they're big on diversity, share your own experiences supporting inclusivity. 

If there's a specific course you like, talk about how your past courses and work experiences make you a great fit. Basically, show them why you're not just any applicant but someone who can really add to what makes the school unique.

Stating Academic and Career Goals

A concise statement sets the stage, pinpointing what draws you to the school. Perhaps it's the renowned faculty or the emphasis on practical skills. Illustrate with a personal example—maybe a transformative moment during an internship or a class—that aligns with the school's values. Showcase your connection.

Highlight how your future aspirations intertwine with the school's strengths. Whether it's honing specific legal skills or contributing to a particular aspect of the academic community, paint a vivid picture of what you aim to achieve. Keep it focused, emphasizing the tapestry of alignment between your goals and the school's offerings.

Exploring Unique Opportunities Related to Your Interests

When explaining why a specific law school captures your attention, it's crucial to move beyond generic features and explore the distinctive opportunities the institution offers. For instance, consider the case of the UC Berkeley School of Law .

Dive into specific clinics like the Environmental Law Clinic, renowned professors such as Professor Abhay Aneja , or cutting-edge research projects like the Berkeley Center for Law and Technology. By delving into these unique aspects, you showcase genuine interest in what sets Berkeley Law apart.

Establishing a personal connection to these opportunities is key. It's not just about what Berkeley Law provides; it's about how programs like these align with your personal and professional goals. 

This connection adds depth to your application, demonstrating how you'll not only benefit from these opportunities but also contribute positively to the overall Berkeley Law community. Effectively communicating this alignment enhances your case for being an ideal fit for the institution.

Adding Top Academic and Extracurricular/Social Reasons for Application

Crafting a compelling application involves presenting a balanced approach that seamlessly integrates both academic and extracurricular or social reasons for your choice. Showcase a comprehensive understanding of the law school's offerings, not only in terms of curriculum but also in the broader context of the overall student experience.

To demonstrate fit, articulate how your academic pursuits align harmoniously with the school's curriculum. Illustrate how the courses, faculty expertise, and academic environment resonate with your educational goals. Simultaneously, emphasize how your extracurricular interests contribute meaningfully to the broader community. 

Whether it's involvement in student organizations, community service, or social initiatives, conveying a holistic engagement paints a picture of a candidate who will not only excel academically but also enrich the social fabric of the law school.

Knowing the Right Essay Length

If there are no guidelines, aim for around one double-spaced page, roughly 250–350 words. Format your essay like your personal statement, using "Interest in School X" in the header unless the application specifies otherwise (e.g., "Supplemental Essay One"). This ensures a smooth and organized flow of your thoughts throughout your application.

Thinking about length isn't just a detail; it's a sign of respecting the application process and the committee's time. This consideration makes your response more impactful and shows you get the importance of being concise without losing depth.

Seeking Professional Assistance

Starting your law school journey involves complexities, from crafting a strong application to excelling in standardized tests like the LSAT , GRE, Bar Exam, or MPRE. At Juris Education, our experienced admissions counselors are here to guide you through every step.

Navigating the details of expressing your achievements and overcoming setbacks can be challenging. Our team offers personalized guidance to help you strategically present your unique strengths, ensuring they connect with admissions committees.

Our consulting services are more than just advice; they make a real difference. Specifically designed for applicants dealing with challenges like low GPAs or LSAT scores, we specialize in turning setbacks into strengths, significantly improving your chances of acceptance.

We work closely with you to identify and highlight your standout qualities, tailoring your application to showcase what makes you exceptional. This personal touch sets you apart and boosts your appeal to admissions committees.

Common Mistakes to Avoid in Your “Why This Law School” Essay

Avoiding common pitfalls in your "Why This Law School" essay is crucial for clarity:

1. Vague Statements

When writing your essay, steer clear of vague language that could apply to any law school. Instead, focus on specific elements that make the institution unique, such as distinctive programs, esteemed faculty, or unparalleled opportunities. 

Get into the details when discussing academic offerings—highlight faculty members aligned with your interests and pinpoint programs resonating with your academic goals. This specificity not only reveals your research depth but also establishes a thoughtful connection to the school.

2. Overemphasis on Reputation

While acknowledging a law school's prestige is vital, avoid fixating solely on reputation without linking it to your personal and professional goals. Admission committees want to understand how the school's reputation aligns with your aspirations and why it's the ideal place for your legal education. 

Connect the school's reputation to your objectives to provide a nuanced perspective. For instance, if a law school is renowned for environmental law , emphasize this alignment if you're passionate about environmental advocacy.

3. Ignoring Extracurricular/Social Aspects

Don't overlook the significance of social and extracurricular factors in your decision-making process. Law school extends beyond academics; it's a comprehensive experience involving a community, networking opportunities, and extracurricular activities . Integrate both academic and extracurricular aspects into your essay. 

Discuss how the law school's social environment, student organizations, and community engagement contribute to a holistic educational experience. This showcases a well-rounded understanding of the institution and its role in your overall legal education.

Structuring Your "Why This Law School?" Essay Effectively

Let's dive into how to make your "Why This Law School?" essay stand out by structuring it effectively.

Outlining Key Points and Themes

Making your "Why This Law School?" essay easy to understand involves a strategic approach:

1. Identify School-Specific Elements

Begin by pinpointing specific aspects of the law school that catch your interest—unique programs, esteemed faculty, or notable achievements. This lays the groundwork for a focused and impactful essay.

For instance, if the law school is known for its environmental law program and you're passionate about sustainability, highlight this in your essay. Show a deep understanding of the school's offerings and how they align with your personal and professional goals.

2. Prioritize Impactful Points

Once you've figured out what matters to you, rank them based on how much they affect your decision. What stands out the most to you? What fits well with your career goals? Putting the most impactful points first helps keep your essay clear and persuasive.

For instance, if the law school has a special program where you can work directly with clients, and this lines up with your goal of getting hands-on legal experience, make sure to highlight this. The goal is to show a sincere and careful tie to the institution.

3. Create a Logical Flow

Plan your essay with a clear order, starting with the most important points. Transition smoothly between your academic, extracurricular, and personal experiences to create a cohesive story that highlights your deep understanding of the law school and why it suits you.

For example, if your interest in environmental law relates to your commitment to community service, make sure to emphasize this connection. A well-structured and logically flowing essay enhances readability and strengthens your overall argument for why the law school is an ideal match for you.

Combining Academic and Extracurricular/Social Reasons

Ensuring balance is key when shaping your "Why This Law School?" essay. It's not just about academics; it's about capturing the broader law school experience. Avoid going all-in on one side; try to reflect your appreciation for academic offerings and your potential impact on the law school community.

Discuss how your academic path blends seamlessly with the social dynamics of law school. Share how your classes and extracurricular interests harmonize, illustrating how your involvement in student organizations weaves effortlessly into your coursework.

For instance, if the law school's clinical programs align with your academic groove, delve into how it extends beyond conventional study methods. Emphasize the practical, real-world learning experiences it offers. 

By showcasing this interconnected approach, you demonstrate a well-thought-out perspective on your entire law school journey, adding an authentic and profound dimension to your essay.

Using Feedback and Editing Wisely

As you fine-tune your "Why This Law School" essay, let's talk about using feedback and editing in a smart and effective way.

1. Reach Out for Help

Before finishing your essay, get input from people you trust. Share your essay with mentors, peers, or advisors to get helpful feedback. Others can offer insights and spot areas for improvement that you might miss.

Choose people who know about the law school application process and can give constructive feedback on what you've written. Their input is essential for polishing both the content and presentation of your essay.

2. Revision Time

Revise your essay based on feedback, focusing on clarity, coherence, and strengthening your argument. Make sure to pay attention to suggestions that take your narrative to the next level. If feedback aligns with your goals, try to incorporate it. But, most importantly, trust your judgment and maintain the integrity of your narrative if a suggestion doesn't make sense with your vision.

3. Final Polishing

Before you submit your essay, focus on a last edit for grammar, style, and overall coherence. Make sure it fits the word or character limit and stays well-organized. Check how ideas flow, transitions between paragraphs, and the general readability.

A refined essay shows your dedication to a thoughtful application. Spend a moment on this final review to catch any remaining errors and guarantee your essay leaves the intended impression.

3 Examples of Successful “Why This Law School” Essays

Explore three successful examples of "Why This Law School" essays to gain practical insights into crafting compelling narratives and building strategic connections. Each “why law” school essay example has something to offer. Let’s get into them.

1. "Why Northwestern" Essay Example

Prompt : While other parts of your application give us a sense of who you are, we are also excited to hear more about how you see yourself engaging with the larger Northwestern community. In 300 words or less, help us understand how you might engage specific resources, opportunities, and/or communities here. We are curious about what these specifics are, as well as how they may enrich your time at Northwestern and beyond. (300 words max)

Essay Example

“I love Northwestern’s academic flexibility, including the freedom of the curriculum to explore a variety of fields and the emphasis on cross-department study. Also, the quarter system provides a faster pace of learning and the opportunity to take more classes than a semester school.

Specifically, I am excited by the Spanish and Portuguese departments and the classes on Hispanic and Lusophone culture, literature, and phonetics. 

For example, the accelerated Portuguese program is a perfect way to pick up the language at a faster pace using my prior knowledge of Spanish. I intend to supplement my language acquisition through the study abroad programs offered at the Fundação Getúlio Vargas in Rio de Janeiro or an affiliate program in Santiago, Chile. 

Additionally, the GESI program in Costa Rica is another intriguing opportunity through its intersectionality. It will allow me to combine a practical application of my language skills with studies in environmental conservation that I find a pressing and interesting issue. As an open-minded learner keen to forge links between academic fields of study, I believe I would be an excellent fit for the program.

I am also interested in Linguistics and pursuing undergraduate research or possibly undertaking the coterminal BA/MA program. The opportunity to link my research to a modern language of choice and investigate, for example, regional variation in Latin American Spanish or how Portuguese loanwords have infiltrated native Amazonian languages sounds fascinating and exciting.

Finally, the unique sense of community at Northwestern captivated me when I visited campus. The residential college system, the school spirit at Wildcat games, and the friendliness of the students I met, one of whom described the school as “the most welcoming place ever”, were all emblematic of this atmosphere for me. I think I will thrive in such a dynamic and inquisitive place.”

Why This Essay Works

This essay does a great job answering the prompt. It's clear and to the point. The applicant talks about why they're excited about Northwestern, like the flexibility of the curriculum and the quarter system. 

They also get specific about their interests, like the Portuguese program and study abroad opportunities. Plus, they mention their enthusiasm for the community at Northwestern, which is a nice touch.

2. "Why Tufts?" Essay Example

Prompt : Which aspects of the Tufts undergraduate experience prompt your application? In short, "Why Tufts?" (150 words max)

“The cross-curricular focus and freedom of study at Tufts would allow me to pursue an interdisciplinary major and draw together my love for Spanish, Portuguese, Linguistics, and the natural sciences. This unique ability to design my own major by combining elements from a variety of academic fields definitely excites me. To support this, I intend to participate in the study abroad program in Chile or a civic semester in Urubamba, Peru that will allow me to practice my language skills while also benefitting the local community and gaining an invaluable cultural understanding through intimate homestay experience. Other than the academics, the vibrant community at Tufts also attracts me, with the warm and compassionate students acting as flattering adverts for the school. One student I spoke with described the average Jumbo as “goofy and loving” which I feel accurately matches my own character and outlook.

(144/150 words)”

This essay works because it clearly shows how Tufts University's cross-curricular approach aligns with the applicant's academic interests in Spanish, Portuguese, Linguistics, and the natural sciences. 

It also conveys the applicant's intention to craft a unique major and engage in enriching experiences like studying abroad and contributing to local communities. Additionally, it portrays Tufts as a welcoming and compassionate community through the description provided by a current student, making a strong case for why the applicant is interested in the university.

3. "Why Tulane?" Essay Example

Prompt : Please describe why you are interested in attending Tulane University (optional). (50-800 words)

“Tulane University has a unique history, deeply established in the city it calls home, New Orleans. After transitioning from a medical school to a full college in in 1847, then undergoing a name change from the University of Louisiana to Tulane in 1884, as the city changed, Tulane changed with it. Tulane is the crossroad of two distinctly different ideals: being rooted in tradition and adapting to the needs of modern society.

When the city was devastated by Hurricane Katrina in 2005, Tulanians answered the call to serve. Scott S. Cowen, then-President of Tulane, refused to let the hurricane ruin Tulane and the CIty. Tulanians were part of rescue and clean-up teams, devoting time and resources to rebuilding their school and the city it calls home. What was most impressive, however, was their resilience.

It would’ve been easy for the student body and staff to not come back. Being as smart and service-oriented as they are, the students and faculty could’ve found another place to live and learn easily. Yet, they returned. Tulanians have a certain sense of pride and commitment to the school that I admire. 

They could’ve stayed home and not gone back, but they wanted to pick up the pieces of the school they love. It’s clear that Tulanians take ownership in their education. I want to go to a school that my peers want to go to; I want to be immersed in a community as excited about being in it as I am. That’s Tulane.

I could go on and on about Tulane’s teacher education program. I could write about how Tulane-educated teachers are leaders in their fields because they have both a degree in their area of study as well as certification to teach. Maybe I could mention the service learning requirements necessary to graduate and enter the teacher certification program, ensuring that the teachers are prepared to instill morals in the students that walk through their classroom door.

Truthfully, I could go almost anywhere to become a teacher, but only schools like Tulane that synthesize in- and out-of-classroom learning produce great ones. Tulane, like I said before, houses a resilient and altruistic student body. They served New Orleans specifically in 2005, but Tulanians serve their community every single day. Newsweek ranked Tulane 19th for service-minded schools. Likewise, the U.S. News & World Report placed Tulane in the top 25 schools for service learning. It is one of the top schools for producing Peace Corps volunteers, a program that interested me for post-graduate work.

Whether it is through Outreach Tulane, CACTUS, Wave of Green, or another similar program, I will be immersed in service work throughout my four years. Tulane stands alone in its commitment to community. Classroom education is married with service learning, producing empathetic, worldly leaders ready to set the world on fire. In my case, that will be through educating the next generation.

I need a meaningful education to be a meaningful educator. Tulane is unparalleled in its dedication to development of the students, on a personal and intellectual level. From when I touch the Victory Bell after Convocation all the way to when I say farewell at the Wave Goodbye Party at Commencement, I’ll have changed and grown, both in my mind and in my heart.

The Tulane study body is diverse and well-rounded; finding people and groups with shared interests is inevitable. I could see myself writing for the Hullabaloo or being a tutor in the After-School Newcomb Tutoring (which will bridge my learning and my intended career and give practical application to my education classes). But more so, I can just envision myself at Tulane, as a Tulanian. The willowing oak, myrtle, and cypress trees, the world-renowned research facilities, the dedicated faculty, the motivated and inspired student body, and the timeless school spirit all lend itself to a picture I can see myself in.”

This essay does a great job of showing why the applicant wants to attend Tulane University. It talks about the university's history, how it responded to Hurricane Katrina, and why the applicant is interested in their teacher education program. 

It also mentions the strong commitment to service and personal growth at Tulane. Overall, it makes a strong case for why the applicant is excited about being a part of the Tulane community.

To sum it up, writing your “why law” school essay is all about storytelling. From understanding the unique aspects of law school to combining academic and extracurricular reasons, your essay is a chance to show why you're a perfect fit. 

Explore the unique opportunities the school provides, creating a personal connection that enhances your application. Keep it simple: Steer clear of common mistakes, and make sure your essay is well-structured. And don't forget, the right essay length is more than a detail—it shows respect for the application process.

If you find it helpful, consider getting expert advice for a well-guided path to law school. Take inspiration from successful examples as you start your writing journey, creating a narrative that sets you apart in the competitive realm of law school applications.

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10 Reasons Why Law Is Important

“Law” is a system of rules designed to regulate behavior in both public and private society. Social and/or governmental institutions create and enforce these rules. Humans have been making laws for thousands of years. Early examples include ancient Egyptian law, Babylonian law, ancient Chinese law, and Old Testament law. There are many categories of law, including criminal law, civil law, and so on. Why does law matter at all? Here are ten reasons why:

#1 Laws set the standard for acceptable (and unacceptable) behaviors

At its most basic, the law is about mitigating conflict. When creating laws, societies reckon with what drives conflict. Some things – like murder and theft- are obvious and have been included in laws stretching back to ancient times. However, as time goes on and societies change, what’s considered acceptable changes, too. Legal systems adapt so they can provide clarity and context for unacceptable actions. They also offer guidelines for appropriate consequences.

#2 Laws provide access to justice

If it’s against the law to punch someone in the face, someone who gets punched can do something about it other than simply swinging back. In a perfect world, justice is equal. It doesn’t matter who got punched or who did the punching. What matters is that the law against punching was broken. Everyone in a society – and not just a privileged few – must have equal access to justice through the law.

#3 Laws keep everyone safe

Laws don’t only respond to injustices and harm. They work to prevent them. Food safety laws are a prime example. In the past, the food industry was horrendously unregulated. In the 18th and 19th centuries, American food producers went to extreme measures in their quest for profit. They watered down milk and stirred in materials like chalk for color. They mixed dirt into coffee, tea, and spices and added lead to beer and wine. In 1906, President Roosevelt and Congress passed the Pure Food and Drug Act, as well as the Meat Inspection Act. This marked the beginning of modern food safety and monitoring. Today, food safety laws protect the public from potentially-fatal food poisoning.

#4 Laws protect the most vulnerable in society

Many laws are specifically designed to protect certain groups of people. Laws like the Civil Rights Act (the United States) and the Sex Discrimination Act (Australia) make it illegal to discriminate. These types of laws protect what’s known as “negative rights,” which is the right to be free from something, like discrimination. Anyone can be discriminated against, but as history shows, certain people are more at risk. Laws designed to prevent discrimination based on race, sex, gender, religion, and more protect these groups and give them better access to justice.

#5 The process of creating laws encourages civil and political engagement

As societies change, laws must change, too. Advancements in technology are a prime example of why. In recent times, the distribution of sexually explicit images or videos of individuals without their consent has become a major issue. According to one study, around 10 million Americans have had explicit photos shared without consent. While there are state laws, there is no federal law. In Australia, an electronic petition called upon the A.C.T. Legislative Assembly to criminalize the distribution of sexually explicit images or videos of individuals without their consent. The Assembly listened. This is a great example of people engaging with the law-making process and making law matter as issues evolve.

#6 Laws offers people a variety of career options

As a career, law is varied and versatile. Because there are so many different areas of law, there are hundreds of job options. Lawyers can specialize in everything from contracts to immigration to criminal law. A person can also become a professor of law, while there are also jobs for paralegals, consultants, and researchers. The legal system is big, so there is room for all kinds of skills and expertise.

#7 Laws are important to maintain peace

Earlier in this article, we touched on how law is essentially about mitigating conflict. That makes law essential to maintaining peace. This is because injustice fuels conflict. If destructive behaviors are allowed to flourish without remedy, people will suffer and become dissatisfied with their government. If justice is applied unequally, this also fans the flames of conflict. For the sake of peace, societies need to strengthen their rule of law and ensure that it’s fair.

#8 Laws are important for social progress

We’ve discussed how legal systems should adapt and evolve with the times. If laws remained stagnant, so would societies. Throughout history, law has been employed as a tool for social change. It was laws that made slavery, segregation, and apartheid illegal. Laws prevent people from getting fired from their jobs because of who they marry or because of a disability. The concept of law as a mechanism for social change is complicated because if the majority of a community doesn’t agree with the law, it’s likely that the law won’t be enforced. However, having a law on the books gives people more power than if the law didn’t exist at all. It’s an important step (though not necessarily the final step) to real social change.

#9 Laws make human rights a reality

Supreme Court Justice Sonia Sotomayor once said, “I firmly believe in the rule of law as the foundation for all our basic rights.” Basic rights are the human rights that everyone is entitled to. This includes the right to life, the right to marry, the right to be free from discrimination, and more. These are listed in the Universal Declaration of Human Rights, but that document is not legally binding. To make human rights a reality, they have to be protected through laws. Without law, human rights would be an abstract concept. If you would like to learn more about human rights, consider studying a masters .

#10 Laws are not always good for society

The fact that law can be used to harm is the last reason why it’s so important. Laws are not always beneficial to society or they’re only beneficial to a select group. Governments often use laws to increase their power and punish critics. Laws can also be problematic when they fail to address the root causes of a problem and even end up making it worse. Fines, which are meant to encourage people to follow laws, can add up to the point of putting people in debt and criminalizing poverty. The war on drugs is another key example of how laws can hurt people. Instead of treating drug addiction as a public health issue, laws have turned it into a criminal one. In these cases, laws end up violating human rights instead of protecting them.

Emmaline Soken-Huberty. "10 Reasons Why Law Is Important." The Important Site, 2021-01-24, available at: https://theimportantsite.com/10-reasons-why-law-is-important/ .

Philosophy in the real world

Why should we obey the law?

Professor of Political Philosophy, Deputy Vice Chancellor (Research), University of Sydney

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Duncan Ivison receives funding from the Australian Research Council.

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The claim by Sally McManus , the new head of the ACTU, that when the law is unjust, ‘I don’t think there is a problem in breaking it’, returns us to a deep question in political philosophy: Why should I obey the law and the state more generally?

The howls of outrage from the Prime Minster and some of his colleagues (as well as The Australian ) about her claims, are part political theatre, but also hint at the challenges these questions raise for self-consciously liberal societies.

What is political obligation?

To have a political obligation is to have a moral duty to obey the laws and support the institutions of one’s political community. In fact, I think political obligations are a broader category of duties than strictly legal obligations. The two can come apart. For example, I might have a legal obligation to pay tax in a deeply corrupt state, but not necessarily a moral obligation to do so.

So the hard question is how we come to actually acquire political and legal obligations. Is it through birth, or through consent? Or do we have ‘natural duties’ that flow from the existence of already reasonably just institutions. But what counts as ‘reasonably just’? And what are the conditions under which we might be ‘released’ from those obligations, if ever?

The PM surely doesn’t believe we must always obey the state – he cut his teeth as a young lawyer challenging the British government’s attempt to ban Peter Wright’s Spycatcher in Australia . On the other hand, McManus surely doesn’t believe we can simply opt out of every law we disagree with. Civil society would quickly become very uncivil.

The argument from fair play

The question of the duty to obey the law is an old question and the subject of one of Plato’s most famous early Socratic dialogues. In the Crito , Socrates engages in an intense conversation with his followers about whether or not he should flee the city that has just condemned him to death. In the end, he decides he should not, mainly because he feels it would involve breaking the commitments and agreements he has made with his fellow citizens and the city that has done so much to nurture and shape him.

Socrates makes a number of arguments in the course of the dialogue, but perhaps the most resonant for us today is an appeal to fairness. He suggests that to disobey the law would be to mistreat or disrespect his fellow citizens. If I have constrained my freedom to be bound by the law, under the premise that others will do likewise, then it’s unfair if you choose to disobey the law whenever it inconveniences you. The city can’t survive, let alone flourish, if that was our general attitude towards each other.

There is a gloriously robust literature in moral and political philosophy on the nature of political obligation and especially the argument from fair play. They key issue here, as far as McManus’s claim is concerned, is whether or not the laws we are subject to are indeed constitutive of a reasonably just, mutually beneficial, collaborative society. This generates the obligation to take on your fair share of the burdens of sustaining such a community. And so a general obligation to obey the law is grounded in the principle of fair play – doing your part to sustain a community you benefit from by others doing theirs.

One problem with this argument is that it might be too weak. How can my not obeying the law in some particular circumstance really undo a large-scale society like Australia?

On the other hand, a simple though experiment suggests it might also be too strong. Imagine a situation in which someone on your street mounts an impressive display of Christmas lights every year. Everyone on the street enjoys the lights enormously. But the following year, your neighbor turns up on your doorstep and insists that it’s your turn to do it this time. But you didn’t ask him to put up the lights. You didn’t consent to share in the burdens of doing so. And yet the principle of fair play would suggest you are so obliged.

Against political obligation?

This debate continues to rage on the pages of political philosophy journals and blogs. But it remains a critical issue too for contemporary politics, where people disagree vehemently about significant political, social and economic issues.

If we really don’t see our community as bound by laws that enable us to cooperate together in a mutually beneficial way, then it’s not clear that we have established a genuine political community in the first place. Citizenship surely involves more than merely a transactional relationship with others in our community.

On the other hand, given the extraordinary powers of the state, the conditions under which I become obliged must surely be stronger than merely being a member of that society. Don’t the laws themselves have to be just? Or, to return to a point I made above, don’t we have a general political obligation only if our political community in a broad sense is actually reasonably just? But is that really a feasible standard for the imperfect world in which we live? Doesn’t that mean that, ultimately, political obligation is basically impossible? (Of course, for anarchists, this is a very welcome conclusion!)

Civil Disobedience

So the Prime Minister and his colleagues have overstated the case that in suggesting there might be times when disobeying unjust laws is justified, McManus is somehow advocating chaos. As a civil libertarian he should know better.

And yet McManus needs to understand that the grounds for civil disobedience must be carefully considered. It is a condition of genuine civil disobedience – as Martin Luther King so eloquently argued in his ‘ Letter from a Birmingham Jail ’ – that you must be willing to suffer the consequences of disobeying the law in the hope of transforming the views of your fellow citizens. You need to take the public good to heart, and not simply your own particular interests. Socrates was willing to die for the sake of his city. Martin Luther King was imprisoned and ultimately assassinated. These are perhaps the extreme cases. But it speaks to the dilemma of how free societies deal with deep disagreement, including about the nature of injustice. It’s not clear yet how far the ACTU would be willing to go.

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Why do we need a law? Give reasons.

Answer: law in society is not something which arises from outside the borders of society. it is in reality a fundamental concept of society. the law represents society’s norms and is what is good, equal and fair as per the society. each society has its own rules, but with the modification in society’s norms, these rules alter. in society, law is needed for major reasons: to govern the behaviour of people in accordance with society’s norms including contract laws, regulatory laws, prohibition laws, personal laws etc to balance the damage done by the victim against the person and society in general. gathering and extracting profits from the masses by using taxation laws..

Election latest: Audience shouts 'shame' as PM endures tough end to latest TV showdown

Rishi Sunak has said he's "incredibly angry" about allegations Conservative candidates placed bets on the date of the general election. The prime minister and other party leaders faced voters on a special edition of the BBC's Question Time.

Thursday 20 June 2024 23:07, UK

• General Election 2024

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Election date betting scandal

• PM 'incredibly angry' over election betting claims
• Tory candidate facing probe 'considering legal action'
• 'More names' to come out | Chart shows huge surge in bets
• Catch-up: What we know so far about betting allegations
• Live reporting by Samuel Osborne

Party leaders face voter questions

• Sunak endures shouts of 'shame'
• Starmer 'worried' about rise of far right in Europe
• Lib Dem leader 'not proud' of everything coalition did
• SNP's Swinney vows to keep on pursuing independence

Election essentials

• Manifesto pledges: Alliance Party | Conservatives | Greens | Labour | Lib Dems | Plaid Cymru | Reform | SNP | Sinn Fein | Workers Party
• Trackers:  Who's leading polls? | Is PM keeping promises?
• Campaign Heritage:  Memorable moments from elections gone by
• Follow Sky's politics podcasts:  Electoral Dysfunction | Politics At Jack And Sam's
• Read more:  Who is standing down? | Key seats to watch | What counts as voter ID? | Check if your constituency is changing | Guide to election lingo | Sky's election night plans

It's been a busy evening in the Politics Hub.

We've had the prime minister enduring shouts of "shame" during a special edition of the BBC's Question Time, which also saw Sir Keir Starmer, John Swinney and Sir Ed Davey face audience questions.

Here are the main things you need to know this evening:

• Rishi Sunak  faced shouts of "shame" when he attacked the European Convention on Human Rights as a "foreign court";
• The prime minister said he was "incredibly angry" about allegations of betting on the date of the election ;
• Sir Keir Starmer  said he was "genuinely worried" about right-wing tendencies across Europe;
• Lib Dem leader Sir Ed Davey confessed he was "not proud" of some of the things the party did during its time in coalition with the Conservatives;
• And the SNP's John Swinney admitted he may have contributed to a politics of polarisation but said he will keep pursuing independence.
• Before all of that, the Greens co-leader Adrian Ramsay  told Sophy Ridge  he rejected comparisons with Liz Truss for proposing to borrow COVID levels of money to fund his party's manifesto;
• But back to the betting scandal engulfing the Conservative party...
• Laura Saunders, the Tory candidate  facing a probe over allegedly betting on the timing of the election, has said she "will be cooperating with the Gambling Commission" investigation but is "considering legal action";
• Ms Saunders is married to  Tony Lee  - the Conservative director of campaigns - with reports that he as well faces a probe after going on leave from CCHQ;
• The Gambling Commission has said it's considering launching an investigation into a " small number of people" ;
• Sky News understands more names are set to emerge  - this graph shows a huge surge in bets placed on the day before Mr Sunak made his announcement:
• Elsewhere, Northern Ireland's Alliance Party has published its general election manifesto , featuring reform of Stormont's devolved structures as a key objective;
• And the Scottish Greens have launched their manifesto too , outlining plans for a wealth tax on the richest people in the UK.

Thank you for following our political coverage throughout the day.

Please see our 10pm bulletin for the key points from an evening of tough questions for the leaders of the four major parties in the UK.

Join us again tomorrow from 7am for the latest updates.

By Megan Harwood-Baynes , digital investigations reporter

A Conservative attack ad featuring Sadiq Khan has been pulled from the party's platforms after just one day.

The advert, which ran across the Meta sites Facebook and Instagram, said: "Sadiq Khan wants to divide us", while warning voters "don't let Sadiq Khan win again".

It encouraged voters to vote for them and not Reform. It ran for one day on 19 June.

Mr Khan ran for mayor of London back in May, clinching a historic third term by a comfortable 276,000 votes over Tory rival Susan Hall. He is not running for election again on 4 July.

Sky News reached out to the Conservatives to ask why they were running an attack ad against Mr Khan - and why it had been taken down - they did not respond with a comment.

It comes as an exclusive poll for Sky News and YouGov shows the Conservative party is on track for a near wipeout, with Labour predicted to take 425 seats - including almost all in London. Reform are projected to return five MPs.

The online advert was viewed by up to 35,000 accounts, and cost the party up to £499 to run. The largest audience for it was over 45s.

Rishi Sunak suddenly becomes animated when he's asked why he called the election for 4 July (see previous post). 

He defends his campaign against Liz Truss and claims Labour's plans would be as damaging as hers.

We're getting some raw politics now from the PM with the inevitable tax attack on Labour. Apart from his tough words on Tory betting, it's the most punchy he's been in his half hour.

He's also punchy with a young questioner who says leaving the European Convention on Human Rights would be inhumane.

But he's unconvincing when Fiona Bruce asks why he calls the European court a "foreign court" when it was set up by countries including Britain and has a British judge.

And it gets worse. The audience shouts "shame!" when he attacks the "foreign court" again. 

That sort of talk may play well with Tory activists and voters flirting with Reform UK, but it went down very badly here.

It was a bad ending for the PM at the end of his half-hour and the two-hour election programme.

The prime minster says he called the election early because he felt he had delivered economic stability to the country.

Pressed on whether he is glad he called the election when he did, Mr Sunak says "it was the right moment" and he is glad.

In an attack on his predecessor, he claims what Sir Keir Starmer is promising "is the same fantasy that Liz Truss did".

After his strong answer on the betting scandal, surprisingly Rishi Sunak struggles to answer Fiona Bruce's persistent questions on his national service proposals. 

You'd think he'd have better prepared answers on a flagship election policy.

He’s also very dismissive of an audience member who says Brexit has been a disaster for young people. 

Sounding irritated, he says those arguments were debated in 2016, and he's not going to over them again.

"I come from an NHS family," Mr Sunak then tells a questioner about NHS waiting lists. 

Really? Never knew that. (At least we didn’t get "my father was a toolmaker" from Sir Keir this time.)

Like Sir Keir, Mr Sunak is facing detailed questions about issues like the NHS. More detail! 

And surprisingly he hasn't attacked Labour on tax – yet!

He'll be pleased, though, that he was asked early on about the Tory betting scandal. He had a strong answer on that that will make headlines. 

Not sure much else from Mr Sunak will, so far.

Mr Sunak has avoided engaging with criticism of the Tory's national service policy, suggesting it would be "politicising the armed forces during an election campaign".

Asked about comments from Lord West of Spithead, a former chief of the naval staff and Labour peer who reportedly called the policy "bonkers", the prime minister says: "Well it wouldn't be appropriate to start politicising the armed forces during an election campaign."

Mr Sunak insisted the military route was optional, despite the proposed national service scheme being compulsory.

But when asked what sanctions people could face for not taking part, Mr Sunak gave "access to finance" among other examples.

Asked if this meant taking away people's bank cards, he laughs and says: "There's lot of different models around Europe."

Mr Sunak is asked why Brexit has been mostly absent from the Conservatives' campaign so far.

"We had all these debates several years ago, I'm not going to relitigate them," the prime minister says.

"Our job now is to get on and make sure we realise all the benefits of that."

He gives the example of free ports as a benefit of Brexit and says it is how "we are attracting the investment and jobs".

He adds: "The choice of this election is about the future. We're not going to go back to Brexit. This is about the future…

"And actually, outside of the EU, we're able to do things that will drive more growth, create more jobs and allow me to cut more taxes."

The first two questions to Rishi Sunak are tough.

The first was about integrity in politics after the Tories' five prime ministers since 2010, the second about the betting scandal.

On betting, he says he's "incredibly angry" and if anyone has broken the law they should face the full force of the law. 

And he adds: "I will ensure they will be booted out of the Conservative Party." 

Tough talk. Let's see if it happens.

Rishi Sunak is challenged on the fact two Conservative Party candidates and the Conservatives' director of campaigning are being investigated by the Gambling Commission over allegations of betting on the timing of the election.

An audience member asks if this is "the absolute epitome of the lack of ethics that we have had to tolerate from the Conservative party for years and years"?

The prime minister says: "I was incredibly angry to learn of these allegations. It is a really serious matter."

He continues: "I want to be crystal clear that if anyone has broken the rules, they should face the full force of the law."

Quizzed over why the candidates have not been suspended while the investigations take place, Mr Sunak says: "All I can say is, they are serious investigations. It's right they are done thoroughly, confidentially."

He says if anyone has broken the rules, he will "make sure they are booted out of the Conservative Party".

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