Revamp Law School Curriculum? Not So Fast
Should law schools change their curriculum? That was the focus of a New York Times editorial on Friday. The editorial states:
Instead of a curriculum taught largely through professors’ grilling of students about appellate cases, some schools are offering more apprentice-style learning in legal clinics and more courses that train students for their multiple future roles as advocates and counselors, negotiators and deal-shapers, and problem-solvers.
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In American law schools, the choice is not between teaching legal theory or practice; the task is to teach useful legal ideas and skills in more effective ways. The case method has been the foundation of legal education for 140 years. Its premise was that students would learn legal reasoning by studying appellate rulings. That approach treated law as a form of science and as a source of truth.
That vision was dated by the 1920s. It was a relic by the 1960s. Law is now regarded as a means rather than an end, a tool for solving problems. In reforming themselves, law schools have the chance to help reinvigorate the legal profession and rebuild public confidence in what lawyers can provide.
My Take:
I agree that the law school teaching method is dated and wastes a lot of time. I'm all for updating the curriculum to place more emphasis on topics that will actually help students practice law. There is a catch, however, that editorials like this miss.
Although law schools don't do much to train students to practice law, they do a lot to help students pass the bar exam. Depending on their practice area, students may not need courses on property, UCC and bankruptcy. But substantive courses like that come in handy when it's time to study for and take the bar exam. Courses in negotiating, software coding and deal-shaping? Not so much.
So before schools and students jump whole-hog into revamping the curriculum, they need to keep in mind that there is a bar exam to take—and pass—before students can actually start practicing law.

