# Curriculum design `kaal:entity:curriculum-design` **Status.** derived This node is assembled mechanically from the 7 claims that carry the concept tag `curriculum-design`. It is a roster of what the corpus says under this term. It is **not** an adjudicated definition: no single statement here has been ruled canonical, and no first-appearance call has been made. Read the claims and judge for yourself. ## Every claim under this term 7 claims across 3 works, 2017 to 2024. **2017** - [2939127-038](https://wulfkaal.github.io/claims/2939127-038) [design/argued] -- Law schools must enable students to work in interdisciplinary teams with software engineers, and a greater appreciation of how code can be used and integrated in legal contexts is essential to that capability. > law schools need to enable their students to work in interdisciplinary teams with software engineers. A greater appreciation of the means by which code can be utilized and integrated in legal contexts is essential. Mark Fenwick, Wulf A. Kaal, Erik P. M. Vermeulen, Legal Education in the Blockchain Revolution (2017). SSRN: https://ssrn.com/abstract=2939127 **2018** - [3227967-003](https://wulfkaal.github.io/claims/3227967-003) [condition/argued] -- The ability to understand and communicate with coders, as distinct from professional coding competence, is a necessary skill for the lawyer of the future, so law students benefit from grasping the basic concepts and power of coding. > However, we do believe that the ability to understand and communicate with coders is a necessary skill for the lawyer of the future. As such, we think that law students will benefit from understanding the basic concepts and power of coding. Mark Fenwick, Wulf A. Kaal, Erik P.M. Vermeulen, Legal Education in a Digital Age Why 'Coding for Lawyers' Matters (2018). SSRN: https://ssrn.com/abstract=3227967 - [3227967-005](https://wulfkaal.github.io/claims/3227967-005) [design/argued] -- That the technologies driving social change remain a mystery to most people is itself a problem, so practical technical knowledge must be integrated into many fields of education, with coding and data analysis as the starting point. > For many of us, the underlying technologies that are driving social change remain a mystery, and that is a problem. Practical technical knowledge needs to be integrated into many fields of education. Coding and data analysis seem a good starting point. Mark Fenwick, Wulf A. Kaal, Erik P.M. Vermeulen, Legal Education in a Digital Age Why 'Coding for Lawyers' Matters (2018). SSRN: https://ssrn.com/abstract=3227967 - [3227967-025](https://wulfkaal.github.io/claims/3227967-025) [failure/asserted] *(failure mode)* -- Law programs have been slow to adapt to these technological developments and most students are still being prepared for a hierarchical, centralized and proceduralized world. > Unfortunately, law programs have been slow to adapt to these technological developments. Most students are still being prepared for a hierarchical, centralized and "proceduralized" world. Mark Fenwick, Wulf A. Kaal, Erik P.M. Vermeulen, Legal Education in a Digital Age Why 'Coding for Lawyers' Matters (2018). SSRN: https://ssrn.com/abstract=3227967 - [3227967-037](https://wulfkaal.github.io/claims/3227967-037) [definitional/asserted] -- The Coding for Lawyers course is not about teaching students how to code but about making them realize how important it is to think about their relationship with new technology and with technology experts. > It is not about teaching students "how to code," but about making them realize how important it is to think about our relationship with new technology and technology experts. Mark Fenwick, Wulf A. Kaal, Erik P.M. Vermeulen, Legal Education in a Digital Age Why 'Coding for Lawyers' Matters (2018). SSRN: https://ssrn.com/abstract=3227967 - [3227967-039](https://wulfkaal.github.io/claims/3227967-039) [design/argued] -- Developers are not trained to consider business context or ethics because most tech education focuses almost exclusively on technical training and skills, so a parallel reconfiguration of technical education is required alongside the reform of legal education. > They are not trained to think in this way. Most tech- education is almost exclusively focused on technical training and skills. A parallel reconfiguration in our technical education is also required. Mark Fenwick, Wulf A. Kaal, Erik P.M. Vermeulen, Legal Education in a Digital Age Why 'Coding for Lawyers' Matters (2018). SSRN: https://ssrn.com/abstract=3227967 **2024** - [4900880-033](https://wulfkaal.github.io/claims/4900880-033) [design/asserted] -- Preparing a workforce for the quantum economy requires universities and training institutions to build specialized curricula that combine quantum mechanics, computer science, and information theory, paired with industry partnerships that supply hands on experience. > Universities and training institutions must develop specialized curricula that combine quantum mechanics, computer science, and information theory to prepare the next generation of quantum professionals. Wulf A. Kaal, Quantum Economy and the Future of Work (2024). SSRN: https://ssrn.com/abstract=4900880 ## Verify Every claim above resolves to a record carrying a verbatim source quote, the sha256 of the source PDF, and a preformatted citation. Nothing here asks to be taken on trust. curl -s https://wulfkaal.github.io/entities/curriculum-design.md | sha256sum **Canonical form.** This markdown file is the canonical hashed representation of this entity node. Its sha256 is the content hash.