Legal Education Commons^™

Skills And Values Education: Debate About The Continuum Continues, Richard A. Matasar

NYLS Law Review

No abstract provided.

Law Schools Explore Three-Semester Writing Programs, Eric Easton

All Faculty Scholarship

No abstract provided.

Desegregating The Law School Curriculum: How To Integrate More Of The Skills And Values Identified By The Maccrate Report Into A Doctrinal Course, Alice M. Noble-Allgire

Nevada Law Journal

No abstract provided.

Teaching Real Torts: Using Barry Werth's Damages In The Law School Classroom, Tom Baker

Nevada Law Journal

No abstract provided.

Reading The Law In The Office Of Calvin Fletcher: The Apprenticeship System And The Practice Of Law In Frontier Indiana, A. Christopher Bryant

Nevada Law Journal

No abstract provided.

Legal Writing In The New Millennium: Lessons From A Special Teacher And A "Special Classroom", Kenneth F. Ripple

Journal Articles

After receiving the invitation to address this conference, I found my thoughts often returning to my own education in legal writing. As I recall, my legal writing experience in law school was not a very intensive—or positive—one. As was quite typical in that era (almost thirty-three years ago), the program at my law school was not very extensive: we wrote a memorandum of law and a brief under the guidance of a graduate law student.

My real legal writing education took place in the study of the Chief Justice of the United States. For the better part of five years, …

Continuing Classroom Conversation Beyond The Four Whys, Jeffrey W. Stempel, Bailey Kuklin

Scholarly Works

LAW school classes regularly prove Santayana's aphorism. Although nearly every law teacher desires to keep discussion focused and forward-moving, there are more than a few moments of thundering silence experienced in the classroom. Most of us adjust to this inevitability by positing some pedagogical virtue to still air and contenting ourselves with the knowledge that conversation-stopping “whys?” are usually delivered by us as teachers rather than the students. Perhaps we are underappreciative of the value discomfitting silence has, but we generally prefer that the conversation continue, that we miss the opportunity to feel simultaneously smug and uncomfortable, and that students …

Law Teachers And The Educational Continuum, Michael K. Jordan

Faculty Scholarship

There are many difficulties in teaching the law. These problems are often referred to generically as the difficulty in training students to "think like lawyers." The primary focus of the literature discussing these concerns has, therefore, been on how law schools should assist students in developing this ability. Underlying much of this literature is the assumption that what is needed is some tinkering with the law school curriculum. Students are believed to enter law with a set of abilities and potentialities that are honed by the law school curriculum to produce something called a lawyer or the skill denominated as …

The Convergence Of Analogical And Dialectic Imaginations In Legal Discourse, Linda H. Edwards

Scholarly Works

The dialogue over the role of narrative in the making and interpreting of law and in legal practice is often stalemated by confusion about the complex relationships between narrative and other forms of legal reasoning. Are narrative and rules opposing methods for interpretation and persuasion? Does narrative theory assert that lawyers can win cases by presenting a sympathetic story, without regard for the governing rule of law? If so, it is no wonder that conversations about narrative theory are so difficult.

This article explores the relationship between narrative and other forms of legal interpretation and persuasion. It relies on David …

Interview With Innis Christie In Dalhousie Law School: An Oral History, Ronald St. John Macdonald

Innis Christie Collection

Innis M. Christie

Born: Amherst, Nova Scotia, 8 November 1937

Legal Education: Dalhousie, Cambridge University, and Yale Law School

Areas of specialization: Labour Law, Professional Responsibility and Legal Ethics, Administrative Law

Service on the full-time faculty: 1971-

Interview: Monday, 5 December 1988, Thursday, 15 December 1988, Thursday, 21 December 1988

Bitter Knowledge: Socrates And Teaching By Disillusionment, Thomas D. Eisele

Faculty Articles and Other Publications

This essay examines Socratic teaching by investigating one aspect of my own practice in law school today; its companion essay, "The Poverty of Socratic Questioning: Asking and Answering in the Meno," examines Socratic teaching by investigating Socrates' practice in the Meno. They are meant to complement, and to complicate, one another. They also are meant to extend and to supplement some of the views of Socratic teaching expressed in two earlier essays'ofmine: Must Virtue Be Taught?, 37 J. LEGAL EDUC. 495 (1987); and "Neuer
Mind the Manner of My Speech," 14 LEGAL STUD. F. 253 (1990).

Thinking Things, Not Words: Irvin Rutter's Pragmatic Jurisprudence Of Teaching, Gordon A. Christenson

Faculty Articles and Other Publications

Those of us in legal education and in the profession of law are in debt to the Law Review for publishing in this issue the last work of the late Professor Irvin Rutter, Law, Language, and Thinking Like a Lawyer.

On the occasion of Irvin Rutter's retirement in 1980, I briefly summarized these earlier contributions, locating them within the legal realist tradition, and we awaited the publication of his last work, then still in draft not quite satisfactory to Professor Rutter. In this essay, I situate his final work on teaching law in the pragmatist tradition with special emphasis on …

Lawyers And Liberations, Robert E. Rodes

Journal Articles

The Jesuit educational tradition stresses the importance of service to the community and especially to its underprivileged members. Much of the discussion at the Ignatian Year celebration held at St. Louis University centered on the role of the law school in the Jesuit educational tradition. However, I would like to propose that this discussion take on a much larger focus.

The ideas of community service, solidarity with the poor and professionalism within an ethical context, although integral to the Jesuit tradition, are relevant to society as a whole. Furthermore, integration of these concepts into law school education is merely a …

Moving Into Management From The Outside, Lynn Wishart

Library Staff Articles

When accepting a promotion from outside the organization, the new manager must understand what is being given up and left behind, and must also realize clearly what expectations the new library holds. In the new position, the outside manager must articulate goals and find common ground with supervisors and subordinates. The take-charge period should be used for judicious decision making and intense learning.

The Joe Isuzu Dean Search: A Guide To The Interpretation Of Announcement Letters, Paul A. Lebel, James E. Moliterno

Faculty Publications

No abstract provided.

Lawyer Supply And Demand In Kentucky Over The Next Decade, Alvin L. Goldman

Law Faculty Scholarly Articles

Projecting future needs is a painstaking and hazardous affair. Avoiding such pain, however, is even more hazardous. There is good reason to attempt to project the next decade's need for, and potential supply of, new lawyers in Kentucky. Adequate legal services are an important ingredient in orderly economic growth and an essential element in preserving a free society. On the other hand, an over-abundance of lawyers can depress the economics of the profession to the point at which its ability to sustain desired standards of ethical conduct and to attract a high caliber of new talent are both threatened. Moreover, …

The Role Of The Law School In Continuing Legal Education, Robert R. Wright

Law Faculty Scholarship

No abstract provided.

The Dedication, Harvie Branscomb

Vanderbilt Law Review

This is a day of rejoicing for all of those who love this University, for those who know the quality of this School, and for those who are aware of the role which a great school of law can play in the progress of this southern region. We are grateful to all of you for coming to help us celebrate this accomplishment, especially grateful to those of you who bring greetings from other schools of law, and for those of you who have had a part in this program and will have a part in it this morning. This day …