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Articles 1 - 9 of 9

Full-Text Articles in Law

Collaborating For Transformation, Marjorie A. Silver Jan 2018

Collaborating For Transformation, Marjorie A. Silver

Journal of Experiential Learning

No abstract provided.


My Last Lecture: More Unsolicited Advice For Future And Current Lawyers, John M. Lande Jul 2015

My Last Lecture: More Unsolicited Advice For Future And Current Lawyers, John M. Lande

Journal of Dispute Resolution

For quite a while, I have been writing and teaching to prepare students realistically for legal practice. This article distills my thinking into a concise presentation. I wrote this article primarily for law students as they contemplate their careers, but I hope it will be of value to lawyers as well. Hopefully, it will whet your appetite to pursue these ideas more deeply by reading some of the sources cited in the footnotes.


Reforming Legal Education To Prepare Law Students Optimally For Real-World Practice , John Lande Jan 2013

Reforming Legal Education To Prepare Law Students Optimally For Real-World Practice , John Lande

Journal of Dispute Resolution

This article synthesizes some of the main points of the symposium contributors. They covered a wide range of key issues and thus this symposium provides a good overview of the challenges of and options for legal education reform. Of course, given the vast scope of the problems presented, this symposium issue of the Journal of Dispute Resolution cannot provide an all-encompassing analysis nor a comprehensive set of recommendations for reform. We do, however, hope that it will be a useful contribution to the growing movement and literature designed to improve legal education in the U.S. Part II of this ...


It's Time To Get It Right: Problem-Solving In The First-Year Curriculum, Bobbi Mcadoo, Sharon Press, Chelsea Griffin Jan 2012

It's Time To Get It Right: Problem-Solving In The First-Year Curriculum, Bobbi Mcadoo, Sharon Press, Chelsea Griffin

Washington University Journal of Law & Policy

In the Fall of 2010, two of the authors taught a newly required first-year course: Practice, Problem-Solving and Professionalism, or P3 as it has come to be known at Hamline University School of Law (HUSL). In this Article, we will use the P3 course as a case study in legal education curricular reform. We contend that the problem-solving emphasis of the course and its placement in the first-year curriculum responds elegantly to the various calls for legal education reform over the last few decades. Moreover, the course is fairly easily replicated, even in large first-year classes. Most importantly, we believe ...


Teaching Students To Negotiate Like A Lawyer, John Lande Jan 2012

Teaching Students To Negotiate Like A Lawyer, John Lande

Washington University Journal of Law & Policy

This Essay is intended to help instructors plan and teach negotiation courses, recognizing that every course should be tailored to fit the interests, capabilities, resources, and constraints of the instructors and students. Some of the ideas in this Essay will not work well in particular courses and even I did not incorporate them all. Although these suggestions are specifically designed for law school courses, instructors teaching in other contexts may get some helpful ideas for their courses as well. Part II of this Essay describes how lawyers negotiate in practice and lists a variety of negotiations that lawyers regularly engage ...


Deeply Contacting The Inner World Of Another: Practicing Empathy In Values-Based Negotiation Role Plays, Jennifer Gerarda Brown Jan 2012

Deeply Contacting The Inner World Of Another: Practicing Empathy In Values-Based Negotiation Role Plays, Jennifer Gerarda Brown

Washington University Journal of Law & Policy

Teachers of law are preparing students to be peacemakers—or, at least, to facilitate peace by helping clients resolve conflict in particular ways. Much of the curriculum in law school focuses on resolving or preventing conflict in courts, legislatures, and administrative agencies. In dispute resolution classes, we strive to broaden students' understandings of the mechanisms, models, and norms by which they can assist their clients to resolve conflict. Theorists and practitioners seem to agree about the importance of this elemental—if somewhat elusive—competency. Yet, whether and how we can teach empathy continues to puzzle us. This Essay suggests one ...


Thinking Like Thinkers: Is The Art And Discipline Of An "Attitude Of Suspended Conclusion" Lost On Lawyers?, Donald J. Kochan Aug 2011

Thinking Like Thinkers: Is The Art And Discipline Of An "Attitude Of Suspended Conclusion" Lost On Lawyers?, Donald J. Kochan

Donald J. Kochan

In his 1910 book, How We Think, John Dewey proclaimed that “the most important factor in the training of good mental habits consists in acquainting the attitude of suspended conclusion. . .” This Article explores that insight and describes its meaning and significance in the enterprise of thinking generally and its importance in law school education specifically. It posits that the law would be best served if lawyers think like thinkers and adopt an attitude of suspended conclusion in their problem solving affairs. Only when conclusion is suspended is there space for the exploration of the subject at hand. The thinker must ...


Mediation And Negotiation: Learning To Deal With Psychological Responses, Andrew S. Watson Jan 1985

Mediation And Negotiation: Learning To Deal With Psychological Responses, Andrew S. Watson

University of Michigan Journal of Law Reform

In this essay I analyze some of the emotional events that occur during mediation and negotiation; the analysis may help us understand many of the problems that arise during the development and application of these legal practice skills. Following the analysis I present a few suggestions about how this teaching might best be accomplished.


The Lawyer As A Negotiator: An Adventure In Understanding And Teaching The Art Of Negotiation, James J. White Jan 1967

The Lawyer As A Negotiator: An Adventure In Understanding And Teaching The Art Of Negotiation, James J. White

Articles

In the fall of 1965 we enlisted experience as a teacher in an experimental seminar called "The Lawyer as a Negotiator." We gave the students experience not by simulation but by making them negotiate with one another for their grades in the course. In this as in many other "experience" courses the teaching supplement consisted of readings and of classroom participation by the students and teachers. However the supplement differed from the standard trials and appeals or legal writing course in that a psychiatrist was a full partner in the teaching and in the discussion and analysis of the student ...