The Strangelovian Law School, Or: How I Learned to Stop Worrying and Love the Casebook
In this series of posts about the law school casebook [first post here] [second post here], I’ve suggested that the casebook is both emblem and instrument of how the legal profession perpetuates itself as a field.
The obvious subtext is that I believe (along with others) that the profession is overdue for some substantial re-thinking and re-implementing, and that change begins at home. [Since this series began, the chorus of similar calls has gotten louder and louder. See, for example, this post from Dan Rodriguez, “Toward evidence-based legal education reform: First, let’s experiment,” and this announcement of an interesting new venture at the University of Pennsylvania.] Lots of time, attention, and money are flowing into re-regulation of law practice, legaltech solutions, and other things. Some good time and attention is being directed to modifying the edges of legal education, particularly via new forms of experiential education. Almost no time or money is going into re-thinking the intellectual backbone of law’s entire system of systems. That’s my interest in the casebook.
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