Explores why, as trustees of legal traditions, legal educators have an obligation to inspire and equip future lawyers to address issues such as access to justice, the regulation of lawyers' conduct, the pressures of legal workplaces, and the erosion of support for pro bono contributions. (EV)

A brief look at Columbia, Harvard, and Notre Dame law schools shows that the American tradition in teaching natural law has not been strong. The value of teaching natural law is discussed, a separate course or seminar is seen as the most effective option, and a selection of available sources for such a course is appended. (JMD)

Legal education has concentrated too much on technique, control, and persuasion and overlooked the need of law students for an orientation to and comprehension of the profession. A deeper exploration of trial advocacy topics, blending trial practice with evidence, procedure, and legal ethics, is needed. (MSE)

Gewirth's theory, an ethical system that is a variant of ethical humanism, critiques other recent philosophies of law and also gives a complex and detailed brief for an individualist, humanist, ethical position. Gewirth presents a logical linkage between the system and legal decision making relevant to law students. (MSE)

The issue of the teachability of virtue is misrepresented by our traditional understanding of Plato's and Socrates' inquiry. Virtue not only can be taught, it must be taught. (MSE)

The problem of ethics in the practice of law is a problem of uncertainty, but also a dimension of professional competence. It is suggested that ethics must be more than an addition to the technical proficiency in legal procedure and substance. (LBH)

Legal education fails to prepare students to engage in moral discourse, exploring the ethical/moral dimension of the profession. Moral discourse suggests that the lawyer's professional ethos is problematic for the good person, and moves the profession to confront more directly the public image of lawyers. (MSE)

A parody on criticism of accreditation committees and practices, directed at the profession of accounting and suggesting that accreditors may take themselves too seriously at times, encourages more modesty and self-restraint. (Author/MSE)

Observes the failure of law schools to teach students how to cope with the professional stress induced by complicated conflicts of interest. Describes resulting insensitivity and unawareness which can lead to unprofessional and unethical behavior. Suggests how schools and graduates can help alleviate the syndrome. (JT)

Many law students believe theory and practice do not have much to do with one another, and are more interested in practice. The theory/practice (traditionalist/clinical) dichotomy is devisive and destructive, and the two sides are challenged to come to terms with it for the sake of the profession and society. (MSE)

Four areas of recent criticism in legal education, in which changes have been occurring, are discussed: development of skills for legal practice, ethics and professional responsibility, declines in student performance after the first year, and anti-intellectualism. (MSE)

The interdisciplinary relevance of moral philosophy and developmental moral psychology to a paramount task of legal education--developing in students the capacity and readiness for ethical reasoning--is explored. The aim is to shape professional education so that professionalism is a fulfillment, not a denial, of students' moral nature. (MSE)

The design of the law school curriculum at the University of Notre Dame, in which every professor in every course is expected to discuss ethics along with substantive, theoretical, and procedural law, is described. (MSE)

Civil procedure courses are ideal for connecting doctrine and ethics because procedural rules strain constantly to balance competing interests. A University of Iowa course includes at least one significant moral discussion during each general doctrinal unit. (MSE)