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Teaching With Emotion: Enriching The Educational Experience Of First-Year Law Students, Grant H. Morris
Teaching With Emotion: Enriching The Educational Experience Of First-Year Law Students, Grant H. Morris
Grant H Morris
Through the case method and Socratic dialogue, first year law students are taught to develop critical legal analytic skills–to “think like a lawyer.” Those skills, however, are primarily, if not entirely, intellectual. This article discusses the need to address emotional issues in educating law students. Unlike other articles, my article does not merely urge professors to raise such issues in their classes and discuss them analytically. Rather, I want students to actually experience emotion in the classroom setting as they discuss various fact situations and the legal principles involved in the resolution of disputes involving those facts. Law students need …
"Let's Do The Time Warp Again": Assessing The Competence Of Counsel In Mental Health Conservatorship Proceedings, Grant H. Morris
"Let's Do The Time Warp Again": Assessing The Competence Of Counsel In Mental Health Conservatorship Proceedings, Grant H. Morris
Grant H Morris
Thirty years ago, I wrote an article on mental health conservatorships in California and the role of counsel for persons for whom a conservatorship has been proposed. Data was gathered on the performance of attorneys in court hearings conducted in San Diego County Superior Court. The data revealed that lawyers representing proposed conservatees were inactive and ineffective in representing their clients’ interests. The lawyers did not consider themselves advocates in an adversary process in which conservatorship was to be avoided. A year after the article was published, the California Supreme Court, citing that article as authority for the “paternalistic attitude” …
Preparing Law Students For Disappointing Exam Results: Lessons From "Casey At The Bat", Grant H. Morris
Preparing Law Students For Disappointing Exam Results: Lessons From "Casey At The Bat", Grant H. Morris
Grant H Morris
It is a statistical fact of life that two-thirds of the law students who enter law school will not graduate in the upper one-third of their law school class. Typically, those students are disappointed in their examination grade results and in their class standing. Nowhere does this disappointment manifest itself more than in their attitude toward their classes. As students begin law school, they are eager, excited, and willing to participate in class discussion. But after they receive their first semester grade results, many students withdraw from the learning process; they are depressed and disengaged. They suffer a significant loss …