One of the most important parts of our trip was spending time with students from other universities and comparing academic experiences. During our time in Tel Aviv, we were privileged to meet with Professor Michal Alberstein and other faculty at Bar Ilan University as well as several students to discuss their dispute resolution curriculum and the different practical experiences offered to students.
Student Avery Mayne offers some insight:
As I’ve discussed in other posts, international law has a fairly peripheral role in American legal education. Only eight schools require their students to complete a course on the subject, and the range of international electives tends to be quite limited. Wondering whether this is only a recent phenomenon or instead something with deeper roots, I did a little research into historical practice. It turns out that scholars have surveyed the state of international legal education in the United States multiple times over the course of the past century. By combining their work—including two particularly good pieces by Manley Hudson (1929) and William Bishop (1953)—with a recent survey of my own, we can gain at least a rough sense for how the curriculum has evolved over time. Here’s what I found:
First, international law had a role even in the Founding era. In 1779, for example, the law of nations was added to the instructional duties of the “moral professor” at William & Mary. In 1790, James Wilson devoted a “considerable part” of his lectures at the College of Philadelphia to the law of nations, while James Kent lectured on the subject at King’s College just a few years later. According to Hudson, “the law of nations had a recognized place in the pursuit of a legal education, and it formed a part of the learning of many of the better-educated lawyers” of the period.
Consistency and predictability—these are two principles that I have come to appreciate during my first year of law school. Schedule—predictable, every Tuesday/Thursday, 5:30-9:00. Exams—unpredictable, but consistently challenging. Reading—consistent onslaught of interesting, yet challenging cases.
In the majority of the prescribed 1L courses, stare decisis has been discussed as one doctrine that helps the court gain credibility by producing predictable decisions. This doctrine has sparked a few observations about consistencies and inconsistencies with respect to the law—observations that warrant reflection.
In the upcoming month, I look forward to sharing these not-so-fleeting thoughts with you as a student blogger for March.