Anti-Money Laundering, Ethics and Professional Judgment: a teaching Exercise Nigel Duncan



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  • Anti-Money Laundering, Ethics and Professional Judgment: A Teaching Exercise
  • Nigel Duncan
  • City Law School, London
  • Clark Cunningham
  • Georgia State University College of Law, Atlanta

Money-Laundering learning resources prepared by:

  • Clark D Cunningham, W Lee Burge Professor of Law and Ethics, Georgia State University, Atlanta
  • Nigel Duncan, Professor of Legal Education, City University, London
  • Emma Oettinger, Anti-Money-Laundering Policy Officer, Law Society of England & Wales
  • Produced with the assistance of Freshfields Bruckhaus Deringer
  • Available for free download on www.teachinglegalethics.org

The Videos

  • Roles:
  • When: Friday, July 13 at 2.30 pm
  • Where : Solicitor’s office in Durham, England
  • Part 1 (2:41 minutes)
  • Part 2 (3:50 minutes)
  • Part 3 (5:14 minutes)

Part 1 (2:41 minutes)

  • http://www.teachinglegalethics.org/aml-ethics

Part 2 (3:50 minutes)

  • http://www.teachinglegalethics.org/aml-ethics

Working in groups

  • How might you use these materials for working with your students and with what particular objectives?

A learning activity to address:

The example of Anti-Money Laundering

  • Proceeds of Crime Act 2002.
  • Entering into a money laundering arrangement - s.328
  • Acquiring criminal property - s. 329
  • Failing to make a required disclosure - s.330
  • Tipping off – s. 333A (defence s. 333D (2))
  • R v Griffiths [2006] EWCA Crim 2155;
  • Estate agent – ss. 328 and 329 – 3 yrs (reduced to 27 m)
  • Solicitor – s. 330 – 15 months (reduced to 6m)

Four Component Model of Morality (Rest, 1983)

  • Reasons (or predictors)
  • Moral Blindness
  • Faulty Reasoning
  • Ineffectiveness
  • (Character or Competence)
  • Professional Misconduct

Four Component Model of Morality (Rest, 1983)

  • Moral judgment
  • Moral motivation
  • Effective Professional Conduct
  • Moral capacity (predictors)
  • Operational definition
  • Capacity to internalise and give priority to professional values

References

  • Cunningham, C, & Alexander, C, ‘Developing Professional Judgment’, in Robertson et al (eds) The Ethics Project in Legal Education, (2010, London: Routledge)
  • Duncan, N, ‘Addressing Emotions in Preparing Ethical Lawyers’ in Maharg & Maughan (eds), Teaching and Reaching the Whole Student – the Impact of Emotions on Learning (and Teaching) the Law. (2011, Dartmouth: Ashgate).
  • Hartwell, S, 1994. ‘Promoting moral development through experiential teaching’. 1 Clinical Law Review 505-540.
  • Kohlberg, L, Essays on Moral Development Vol. 1: The Philosophy of Moral Development. (1981 San Francisco: Harper and Row).
  • Rest, J, ‘Background: Theory and Research’, in Rest and Narvaez (eds), Moral Development in the Professions: Psychology and Applied Ethics, (1994, Hillsdale: Ehrlbaum)
  • Sullivan, W, et al, Educating Lawyers: Preparation for the Profession of Law, Carnegie Foundation for the Advancement of Teaching, (2007, San Francisco: Jossey-Bass)
  • Contact: n.j.duncan@city.ac.uk


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