Law School and the Hero’s Journey

129202-004-13CDB5F1Most law school professors are conflicted about their own experiences as law students.  We remember law school as an exceedingly unpleasant place, filled with crushing amounts of work and a hostile professoriate.  It is not surprising that law school is often depicted as a de-humanizing experience in the media, whether in books like Scott Turow’s One L or in movies such as The Paper Chase.  This recent post, by Professor Mazzie, seems to reflect a pervasive concern that the demands of law school can even erode our own sense of identity, a process that ultimately transforms students into soul-less apparatchiks of the legal system.  I, myself, have felt this way at times.

Some law professors (and I do not intend to include my colleagues in this group) respond to these conflicted feelings by endeavoring to reduce the stress of law school.  They reject the Socratic method as unnecessarily antagonistic and outdated.  They reduce the workload, and their expectations of the students, in order to leave more room in the students’ lives for the “real world.”  They may even take a rather forgiving view of the grading process.  Their intention is to make the current generation of law students happier during their law school experience than these professors remember being during their own.

The odd thing is that, when law students are provided with this de-stressed version of law school, I have found them to be even less satisfied with their law school experience.  Law students come to law school expecting to be challenged.  They want to have their abilities tested, and even found wanting on occasion.  In some sense, when students find the law school experience to be too easy, the law school experience loses meaning for them.

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Thinking Like a Lawyer

150px-Paper_Chase_BookAt the start of each academic year, I cannot help but to think of Professor Kingsfield, the notorious contracts professor in The Paper Chase. The various classroom scenes where Professor Kingsfield grills student after student on classic contracts cases like Hawkins v. McGee have for years served as a sort of example of the “typical” 1L experience with the dreaded Socratic method.

While Professor Kingsfield surely sits at one end of the spectrum for professorial style, the Socratic method he uses endures.  It is, as one text notes, law school’s “signature pedagogy.”  It’s the way the law school professors across the country have been teaching law students about legal analysis for more than a century.

And students learn.  They begin their first year of law school with, to paraphrase Professor Kingsfield, “a head full of mush.”  Even by the end of that first semester, though, most 1Ls have developed an ability to turn that mush into cogent analysis, to make fine-line distinctions, to look for weaknesses in another’s argument, and to argue both sides of any issue; in other words, they learn to “think like a lawyer.”  This “thinking like a lawyer” is undoubtedly a necessary professional skill; however, mastering the process can come at a personal cost.

For all of the successes of the Socratic method, some have argued that it has serious flaws.  Most recently, Professor Elizabeth Mertz has criticized the Socratic method because of its “acontextual context.”  She notes that the Socratic method virtually ignores morality and social context in its attempt to teach students “objective” analysis.

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The Importance of Student Organizations

sl0012Student organizations enrich a law student’s experience.  Whether it is bringing in practitioners to discuss the practice of law or bringing in scholars to debate important legal issues, student organizations—and the events they sponsor—help law students think about the law.  To be successful and to produce successful lawyers, a law school should encourage students to think about the law outside the classroom.  It is outside the classroom where a student may pursue the law in more depth and choose a topic that is important and interesting to him or her.

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