Law in Contemporary Society

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LawSchoolasTrainingforHierarchy 12 - 09 Feb 2012 - Main.SkylarPolansky
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META TOPICPARENT name="Main.RohanGrey"
I found this account of the law school experience by Professor Duncan Kennedy of Harvard Law to be relevant to our discussions in class, thought I’d share.
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 4. Legal Research (self directed, project-based, perhaps utilizing on “Law and ____” approach to content-selection) 5. Jurisprudence 6. Lawyering across Multiple Legal Orders (how to navigate different sources as well as levels of law)
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<		7. Client Advocacy Clinic (how to navigate legal system to provide real outcomes for your client)
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>		7. Client Advocacy Clinic (#MyAnchor how to navigate legal system to provide real outcomes for your client)
 8. Empirical Analytic Methods in Social Science

What would you have? (824 words)

-- RohanGrey - 06 Feb 2012 \ No newline at end of file

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>		Rohan I think you pose an excellent question. I am shocked this is not a question the faculty ever asks law students or law graduates, or that students demand get asked. School administration, professors, and students forget that we (the students) are paying them (the faculty and staff) to provide us with a service. Why don't we get to have more of an influence on how that service is provided? The only thing that happens is we are placated with a student senate who accomplishes such great achievements as getting 8 coat hooks installed in classrooms that seat 100+ students. We are forced to do course evaluations at the end of the semester, but never once have I had a Professor ask a class “What did you like about my teaching method and what would you like to see changed?” Never has an administrator asked “what class would you like to see taught?”. I appreciate Professor Moglen's class because in a roundabout way it has forced me to ask those questions. In my ideal 1L curriculum I would have:

1. Networking

  • How to know who you need to know in order to know what you want to know.
2. A day in the life
  • Each class a different professional comes to class and talks candidly about their job. Day-to-day tasks, funny and not funny stories from their career, a time when they experienced *flow*.
3. Finding a Needle in a Haystack
  • Class would consist of quite literally looking for a needle in a haystack. I think every job I've ever had involves some sort of mindless, rote task. Ask any law firm employee who has ever done discovery. Or any sandwich artist that has ever worked at Subway (I happen to have done both and found a remarkable comparison between the tasks). I think it's good practical training to expect such tasks, learn how to find pleasure in them, perhaps use the time as meditation, and move on. Additionally it would signal future employers that you will be able to hunker down and do the often ridiculous work they ask you to do, without complaining. And graduate school/additional degrees/more letters after your name in a signature line - especially at a place like Columbia - is oft about signaling, right?
4. Client Advocacy Clinic
  • See Rohan's description Above.
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Revision 12r12 - 09 Feb 2012 - 21:20:58 - SkylarPolansky
Revision 11r11 - 08 Feb 2012 - 14:42:31 - JessicaWirth
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