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https://ssrn.com/abstract=1773834
 
 

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Curricular Stress


Edward L. Rubin


Vanderbilt University - Law School

2010

Journal Legal Education, Vol. 60, pp. 110-21, 2010
Vanderbilt Public Law Research Paper No. 11-11

Abstract:     
Part of a symposium sponsored by the new AALS Section on Balance in Legal Education this essay argues that some of the extraordinary stress that law students experience is based on the outdated nature of the traditional law school curriculum. Part of this stress is ideological, because the traditional curriculum strongly favors use of the law to preserve the status quo rather than to achieve social change and social justice. Another part is pedagogic, resulting from the fact that the teaching method used in most law school classes is outdated, and places too much emphasis on immersion as opposed to contextualization. A final source of stress is ethical, because the traditional curriculum denies students any space in which they can discuss any ambivalence they may feel about the lawyer’s role.

Number of Pages in PDF File: 11

Keywords: Legal Education, Curriculum, Law Students, Balance


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Date posted: March 5, 2011 ; Last revised: December 17, 2012

Suggested Citation

Rubin, Edward L., Curricular Stress (2010). Journal Legal Education, Vol. 60, pp. 110-21, 2010 ; Vanderbilt Public Law Research Paper No. 11-11. Available at SSRN: https://ssrn.com/abstract=1773834

Contact Information

Edward L. Rubin (Contact Author)
Vanderbilt University - Law School ( email )
131 21st Avenue South
Nashville, TN 37203-1181
United States

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