ABSTRACT There is currently a debate about resilience and wellbeing of law students and legal practitioners. Tension has developed between a movement promoting the wellbeing of students and those who criticise that movement for individualising responsibility and enabling managers to evade their responsibilities. This article seeks a constructive resolution of that tension. It proposes ethical obligations for intentional curriculum design for the promotion of student well-being and the ongoing well-being of practitioners. In order to do this it explores different theoretical perspectives on ethical practice. It then uses self-determination theory, a theory of positive psychology, as a basis for applying the outcome of this analysis to the task of educating lawyers. Finally, it considers the implications of these analyses for the continuing responsibilities of the relevant communities: legal educators; practitioners, their employers and managers; regulators; and for the individual law student and lawyer.

中文翻译：

---

法律教育者促进法学学生福祉的道德义务

摘要 目前，关于法学学生和法律从业者的适应力和福祉存在着争论。在促进学生福祉的运动与批评该运动以个性化责任并使管理者逃避责任的运动之间产生了紧张关系。本文寻求建设性地解决这种紧张局势。它提出了有意识的课程设计的道德义务，以促进学生的福祉和从业者的持续福祉。为了做到这一点，它探索了关于伦理实践的不同理论观点。然后它使用自我决定理论，一种积极心理学理论，作为将这一分析的结果应用于教育律师的任务的基础。最后，它考虑了这些分析对相关社区的持续责任的影响：法律教育者；从业者、他们的雇主和经理；监管机构；以及个人法学院学生和律师。