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TheNAPSTERofLegalEducation 16 - 01 May 2008 - Main.AndrewGradman
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Let's conduct a thought experiment. "If someone you loved were entering as a 1L in September of 2008, how would you help that person do better than you did?"
Pretend that the person you love wants out of law school the same thing you wanted out of law school. It's too late to ask, "how could we have done better?" We can only ask, "how can we help the next generation do better?" Multiple suggestions, multiple comment boxes. | | |
- There can be valuable content in an education, but what we learned in 1L year has a hideous content-to-noise ratio. Joseph says, "Isn't the important part of law school the process of figuring out the law from the noise?" and I respect that view, but I balance that against the role of the EDUCATOR, which is to give us clues, or a code, with which to make that separation.
- An education that asks students to draw those lines -- and gives them no feedback on their efforts -- risks creating a circus full of Legal Magicians.
- An education (even a legal education) that assumes that the opposite of noise is law, is not an education; or so we learned this semester? ...
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- The content of education is empathy, and likability, and leadership; and if the 1L core doesn't eradicate these traits, it teaches them only tangentially, or accidentally; which is why I would help a friend minimize the effort to get whatever grades he truly needs -- for his self-esteem or his job search -- so he can maximize his efforts to learn these all-important skills. -- AndrewGradman - 30 Apr 2008
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- The content of education is empathy, and creativity, and likability, and leadership; and if the 1L core doesn't eradicate these traits, it teaches them only tangentially, or accidentally; which is why I would help a friend minimize the effort to get those grades that he truly needs -- for his self-esteem or his job search -- so he can maximize his efforts to learn these all-important skills. -- AndrewGradman - 30 Apr 2008
| | | LESSON 1: DO NOT attempt to empathize with the professor privately; empathy is a relative term, a social construct, a function of the curve. Define a student empathizing with the professor in terms of how your peers empathize with your professor. All your learning is from your peers. |
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