Educating Lawyers: Preparation for the Profession of Law
John Wiley & Sons, Mar 9, 2007 - Education - 240 pages
The Challenge of Educating Lawyers
"This volume, under the presidency of Lee Shulman, is intended primarily to foster appreciation for what legal education does at its best. We want to encourage more informed scholarship and imaginative dialogue about teaching and learning for the law at all organizational levels: in individual law schools, in the academic associations, in the profession itself. We also believe our findings will be of interest within the academy beyond the professional schools, as well as among that public concerned with higher education and the promotion of professional excellence."
--From the Introduction
"Educating Lawyers is no doubt the best work on the analysis and reform of legal education that I have ever read. There is a call for deep changes in the way law is taught, and I believe that it will be a landmark in the history of legal education."
--Bryant G. Garth, dean and professor of law, Southwestern Law School and former director of the American Bar Foundation
"Educating Lawyers succeeds admirably in describing the educational programs at virtually every American law school. The call for the integration of the three apprenticeships seems to me exactly what is needed to make legal education more 'professional,' to prepare law students better for the practice of law, and to address societal expectations of lawyers."
--Stephen Wizner, dean of faculty, William O. Douglas Clinical Professor of Law, Yale Law School
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academic activity actual Advancement American Bar analysis analytical apprenticeship approach areas argue argument asked aspects assessment Association attention become begin called case-dialogue chapter classroom clients clinical cognitive common competence complex concepts concerns context courses critical curriculum dents described direct discussion doctrinal effective efforts emphasize engagement engineering especially ethical example experience expertise facts faculty ﬁeld ﬁrst ﬁrst-year focus formal Foundation future give goal grading highly identity important improve institutional instructor integrated involved issues judgment kind knowledge law school lawyers learning legal education means method moral negotiation noted observed particular pedagogy performance practice preparation problem procedures profession professional professor programs questions reasoning reﬂection responsibility role rules sense serve signiﬁcant simulation situations skills social standards structure suggests taught teaching theory thinking tion typically understanding University values writing
References to this book
Transforming Legal Education: Learning and Teaching the Law in the Early ...
Limited preview - 2007