From Eben:
" I think it is time to stop expecting to acquire commitment points by writing extensively about how to improve law school without having "actually" been through it. On the plus side, given the baseline . . . some . . . usual chatterers have laid down, you can get improvement points at this stage by writing even badly about substantive subjects. . . . [A]ll the unnecessary verbiage that has been expended on discussing . . . a hypothetical (and quite ridiculous) initiative to use "course evaluations" to improve the quality of educational evaluation - is still obscure to you, as it is to most of your teachers. That's not important here: you're studying to be a lawyer, not an educational reformer. You might want to take up the task in hand."
@Eben Thank you for your guidance. I would like to hear more about why the below idea is "ridiculous," but understand that you do not want the class to go in that direction.
I am not sure where to go now however. Perhaps you can help. While you make a strict distinction between education reform and lawyering, isn't it largely lawyers who write education policy. Certainly law school policy is created and changed by lawyers. From Robinson I took away that a "real lawyer knows how to take care of a legal problem." Advocating for an administrative change to improve a problem is exactly the kind of thing I hope to do as a lawyer. I thought as an aspiring lawyer it is appropriate for me to learn to take care of legal problem. I am thinking about being a lawyer incorrectly or I am thinking about your class incorrectly?
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