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• W1583611635 abstract "CERTAIN QUESTIONS of great moment face American legal education today. How these issues are resolved will influence deeply the course of uni versity law training for the balance of this century and well into the next. Today the traditions of university law training are the object of widespread attack and denigration. There is no issue of greater significance for the future of American legal education than the question whether university law training will preserve the aspirations of quality and breadth that George Wythe brought to the College of William and Mary almost two hundred years ago. Admitting a law school into full membership in the university community has, or ought to have, signifi cant consequences. school obviously must be con cerned with communicating knowledge and skills use ful in professional practice, but a university law school's commitment cannot end there. As an integral part of the university, it assumes the university's obli gation to discover and communicate new knowledge. It must be deeply concerned with the values given expression in the law. Its purpose is not simply to affirm but also to criticize, and this critical obligation is at times directed to lawyers, the law, and to the society of which they are part. law school is both a critic of the law and a source of new law. In American society it is a training ground for leadership in broad segments of our political and cultural life. University law training ought, almost as a matter of definition, to be intellectually based and humanisti cally motivated. Yet it is precisely these aspirations that are today being challenged or, what is almost equally serious, neglected or ignored. American legal education is confronted by the rise of a new anti intellectualism, new, not in kind, but in its extent and the intensity of its expression. Within the space of hardly more than a decade, traditional legal education has been engulfed in a tide of criticism, a criticism directed both to the performance of law schools and to the principles on which the schools have proceded. One can hardly escape the conclusion that a signifi cant part of the modern discontent with American legal education has little to do with actual failures of educational performance by the law schools or the universities. We are living through an era in which most of our social and political institutions are viewed with skepticism and doubt and in which the institu tions reveal a significant lack of confidence in their own operations. danger is that in the present mood of depression we may commit ourselves irrevocably to courses that reject or compromise our highest aspira tions and values. There are other social influences abroad that chal lenge Holmes's dictum that Law is a profession of thinkers. The life of the mind, to use another Holmesian phrase, has been the object of conscious attack both on and off the campuses. Because reason has been recruited to serve many pernicious and dubi ous ends, some have concluded that reason itself, rather than the values that have determined its uses, is the source of our difficulties. Many have reached con clusions that reason is therefore unimportant and that we may retain our hopes for liberty and order without its cultivation. These broad social tendencies, many of them aggres sively anti-intellectual in nature, are brought home forcefully to the law schools in these times. Many of our best students, being children of the age, reveal a profound skepticism for the rational process. Rational explication of judicial decisions, for example, is some times seen as a camouflage or cosmetic, a cosmetic that disguises the brute fact of power or the operation of motivations lying deep in the unconscious of which the decision makers are usually unaware. inse curities of the time push our students, and sometimes their teachers, into a quest for certainty. But the de mand for certitude in a world and a discipline in which much is inevitably contingent and indeterminate at tacks the integrity of thought, for the demands are at war with reality, and to maintain the quest requires the closing of minds. hedonism of the age, communi cated in almost every television commercial and in much modern educational philosophy, impairs the ability of some of our students to undergo the rigors and discipline of the life of the mind. Yet that ability underlies all intellectual and much professional achievement. present discontents with legal education are not" @default.
• W1583611635 created "2016-06-24" @default.
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• W1583611635 date "1976-01-01" @default.
• W1583611635 modified "2023-09-23" @default.
• W1583611635 title "The Prospects of University Law Training" @default.
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