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• W242380868 abstract "I. IntroductionThis paper compares history, present condition, and future of legal education with Protestant theological education America. Part II describes history of legal education America nineteenth and twentieth centuries. It also offers major critiques of legal education and offers suggestions for reform of legal education. Part III discusses history and criticisms of Protestant theological education. Part IV analyzes problems that both law schools and theological schools are facing and concludes that these problems are remarkably similar. Finally, an approach law school reform, based on models present theological education, is proposed.II. Legal Education AmericaA. History of Legal Education AmericaLegal education started this country under apprenticeship system. Litchfield, first private American law school, was founded 1784. first private law schools differed from apprenticeships only two ways: (1) students studied a group, and (2) a teacher interpreted what students observed their daily contact with lawyers and courts.1 It was nineteenth century that law schools began be affiliated with universities. In 1870, Dean Langdell at Harvard Law School introduced what would become model for legal education this day: casebook method for scientific study of law. The study of law as a science assumed that doctrinal study of cases would disclose certain immutable principles, and that graduate armed with knowledge of these principles was prepared enter law practice. whole country followed Harvard's lead, adopting curricula consisting almost entirely of appellate case study.3The historical relationship between law schools and research universities has affected beliefs about what is an appropriate education university law school. Historically, since university education was believed be theoretical, it was thought that legal training should be theoretical as well. More and more, study of practical knowledge ceased be important American law schools.In 1921 American Bar Association (ABA), a report commissioned by Carnegie Foundation, warned of education problems with casebook method.4 problem with Langdellian method is that it teaches only one skill, analytical reasoning.5 To correct this problem University of Chicago started a research and writing program, and lawyers such as John Bradway and Jerome Frank argued that law should be taught through representing clients.6Law schools continued try address these problems. After World War II schools began require legal research and writing.7 First-year writing courses have been in a state of constant flux at most law schools ever since, as law schools have experimented with a great variety of structures order achieve better results from limited resources. More recently, many schools have added an upper class research and writing requirement, which typically is satisfied by completion of a seminar paper.8The legal clinic movement, next step reforming legal education, began 1960's. goal was to help legal profession meet its new constitutional and ethical duties provide legal services poor.9 development of clinical programs has largely continued 1980's and 1990's, limited by available resources. In 1970's, as a result of Watergate affair, profession started requiring law schools teach legal ethics.10In 1979 an ABA task force was appointed study the role of law schools with regard lawyer competency. It issued recommendations for broadening skills imparted law students as well as methods used.11 major modern study of legal education began 1989, when Council of section of Legal Education and Admissions Bar of ABA established a task force study state of legal education. …" @default.
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• W242380868 date "2002-04-01" @default.
• W242380868 modified "2023-09-24" @default.
• W242380868 title "Searching for Context: A Critique of Legal Education by Comparison to Theological Education" @default.
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