Less Is More : Teaching Legal Ethics in Context Bruce
نویسندگان
چکیده
We who teach legal ethics employ many of the teacher's arts to win our students' appreciation for the course.' We do not always succeed. As Deborah Rhode has observed, "[t]here are inherent problems and infinite ways to fail in teaching this subject."2 Yet, we continue to seek a method for teaching the course effectively. If nothing else, our efforts have led to the development of a substantial body of literature on teaching legal ethics to which this Article will contribute. Its focus is on what, rather than how, to teach. This Article asks: What should be the content of the "basic" course in professional responsibility? Many would agree that a law school should offer such a course, although not every law school in fact does so, because law students must receive a basic grounding in the subject. Accordingly, in addition to considering how we should teach the course in "professional responsibility" or "legal ethics"--whether by simulations, videotapes, problems, or cases-it makes sense to consider what we should teach. Several law schools, supported by generous grants from the W.M. Keck Foundation, have developed interesting and innovative approaches to the teaching of professional responsibility, which are designed to supplement or complement the basic course. These approaches were shared in 1995 at a conference hosted by Duke Law School and then detailed in a special issue
منابع مشابه
Contextualizing Professional Responsibility: A New Curriculum for a New Century Teaching Legal Ethics: IV. Developing Specialized Ethics Courses
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