Many people have struggled to define culture, and I have struggled in my current project on cultural environmentalism to come up with a workable definition. Below are some thoughts; I welcome comments and suggestions on additional sources or perspectives that might help in my attempt to describe the cultural environment. (Of course, wikipedia has a nice entry with many useful sources for me to explore.)
While Brett has been tearing up the scholarly world, I’ve been getting absorbed in baked goods. Cupcakes, to be precise. … Read More »Blogging not Writing
As he has done in the past, Dennis provides a very useful overview of the issues and perspectives on this… Read More »Crouch sums up Microsoft v. AT&T
I need to get reactivated as a blogger. I’ve been busy wrapping up the semester and working on a few… Read More »A return to active blogging?
The law derives much of its power and majesty from its relative inertia. So, too, perhaps, do law teachers; at least this is what we imagine. Our students and so many others know better. So much of what we do relies on little more than folk wisdom, passed down through the decades to such a degree that that the patina of age alone becomes a justification. I learned law this way, as did my father, and so I must teach and my students must learn the same way. When we pause to blog, the dialogue is illuminating. Consider posts and comment threads like this one (David Post, from Temple, considering teaching from full texts of copyright cases) and this one (Steve Vladeck, from Miami, considering how to deal with students who deliver exams with more than the specified number of words). I don’t rely on full text in doctrinal courses, but I do assign full-length law review articles in my seminar — usually, just one per week, and with no other reading. And I abandoned word counts for exams precisely because I didn’t want to deal with the issue that Steve wrestles with. I use page and format and font specifications, and those work well. More after the jump.