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ConnorHudsonFirstEssay 3 - 12 Mar 2022 - Main.ConnorHudson
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Taking the First Step in Earnest: Daring to Build Better Lawyers | |
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> | Draft 1: 999 Words before Hyperlinks | | | -- By ConnorHudson - 06 Mar 2022 | |
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< | Draft 1: Hyperlink Integration Forthcoming (Laptop Broken, Editing on Tablet) | | | Introduction
The Adaptable Mind: Neuroscience, Psychology, & Law School | |
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< | The institutions inculcating students into American legal realism are divorced from the realities of legal practice and fetishize ivory tower idealism to the detriment of combatting the pathologies undermining student success in law school and in practice, including freqentuent depression and suicidal ideation. As a first step in daring to build better lawyers, rather than fulfilling the labor demands of the legal industry, law schools should create a first-year reading group adapting the psychological frameworks employed in leading universities and business schools -- The Adaptable Mind: Neuroscience, Psychology, and Law School. | >
> | The institutions inculcating students into American legal realism are divorced from the realities of legal practice and fetishize ivory tower idealism to the detriment of combatting the pathologies undermining student success in law school and in practice, including frequent depression and suicidal ideation. As a first step in daring to build better lawyers, rather than fulfilling the labor demands of the legal industry, law schools should create a first-year reading group adapting the psychological frameworks employed in leading universities and business schools -- The Adaptable Mind: Neuroscience, Psychology, and Law School. | | | By creating a space for students to implement positive performance psychology throughout their legal education, students and schools can align on improving outcomes, creating better lawyer-people and lawyer-managers -- attributes of increasing professional import-- by effectuating understanding of how the way we wire our brains catalyzes success, reducing burnout, increasing resilience and satisfaction, developing healthier relationships, and improving empathy. However, this is not merely a call to altruism, as student benefits will inure to schools with the humility to embrace recommendations as transformative as they are trite. | | | I arrived to a closed campus and abject isolation. Amidst the rolling hills of pompous praise heaped upon Columbia's "most competitive class yet," no one dared broach the question of whether we were equipped to undertake a bleak semester in a desolate New York. For me, the requisite contemplation arrived too late, as an aggressive depression sapped my energy, undermined my retention, and cast me off towards despair. Thankfully, before I could succumb to the weight of darkness, I found a fleeting moment of clarity to arrange a medical leave. | |
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< | In the intervening year, I found myself wanting for the basic skills that had carried me to Columbia and arduously seeking an uncertain equilibrium to stake my return upon. The following fall, I met the same canned hypocrisy as before -- you are "brilliant" enough to receive autonomy where we abdicate responsibility, but must succeed within parameters of unflinching custom followed with blind fidelity. From my terse glance behind the curtain, I knew the questions I needed to answer to fulfill my singular goal -- to survive, grades be damned -- and I struggled alone through the topics I now hope to integrate into the 1L curriculum. | >
> | In the intervening year, I found myself wanting for the basic skills that had carried me to Columbia and arduously seeking an uncertain equilibrium to stake my return upon. The following fall, I met the same canned hypocrisy as before -- you are "brilliant" enough to receive autonomy where we abdicate responsibility but must succeed within parameters of unflinching custom followed with blind fidelity. From my terse glance behind the curtain, I knew the questions I needed to answer to fulfill my singular goal -- to survive, grades be damned -- and I struggled alone through the topics I now hope to integrate into the 1L curriculum. | | |
The Adaptable Mind Reading Group |
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