Natural Law and Legal Education
Last week a student contacted me via email to say he was having difficulty preparing for my exam. His nervousness, the student said, derived from training as a “law-student machine” whose job was to memorize and regurgitate rules. He feared that my exam would ask him to do something different than that.
I think the student has subsequently found that my exam was not so odd after all, and I am confident that he did well. However, his comment led me to reflect on the thrust of legal education at the four law schools at which I’ve taught. The schools rarely inspire law-related creativity and imagination. Students think (and are asked to think) so much about what the laws are that they almost never focus on how to modify, reform, or redo the laws. They do not ask what the laws might be.
What are the causes of this phenomenon?