The theoretical background of Critical Legal Studies (CLS) is examined, CLS is advocated as part of a jurisprudence course, and some possibilities for content of such a course are discussed. (MSE)

The merits and problems of offering a course in the philosophy of law in the law school curriculum are discussed. (MSE)

Reasons for the current inattention in law schools to appellate litigation and its effects on appellate courts and the performance of attorneys appearing in them are explored, and curricular changes designed to provide law students with an education for appellate litigation comparable to that provided for trial litigation are proposed. (MSE)

Current law school curriculum reform efforts are reviewed and three issues are addressed: (1) what model should guide law schools' choice of curricula; (2) how that choice relates to change in the social and professional environment; and (3) how social and student needs should influence the curriculum choice. (MSE)

On the premise that corporate counsel must be an able diagnostician before he can focus on highly specialized and interrelated issues of business law, the author suggests an approach to corporate law curriculum in which the basic course balances the quality and quantity of material designed to create the needed sensitivity. (JT)

Within the limits of law and process, the lawyer's concern must be the client's cause, not his own agenda. Effective legal representation requires objectivity. The lawyer's role is to counsel legality, not morality, and the law school's responsibility is to teach law, not moral obligation. (MSE)

It is proposed that traditional labor law retain its current place in the legal curriculum, despite its limited applicability, but with emphasis on its theoretical importance rather than its technicalities. Traditional labor law is found to provide more rigorous inquiry into the nature of law than broader "employment law." (MSE)

Response to criticism of law students' legal research skills makes three observations: (1) the legal research curriculum may be adequate already; (2) the faculty reward structure favors research and works against teaching; and (3) law school administrators will not change the legal research curriculum until they feel pressure to do so. (MSE)

Although statutes, not common law, have become the dominant source of law in the United States, the time and intellectual energy most law schools devote to legislation and interpretation is inadequate. Teachers of evidence courses are uniquely positioned to change this through creative instructional use of the Federal Rules of Evidence. (MSE)

A course devoted to trial law and procedure would be useful in the law school curriculum. It is a meaningful contribution to law students' core education, and there are educational costs in not teaching it. Simply adding a trial law component to existing advocacy courses would not serve the purpose. (MSE)

The substance and directions of the 1985, 1986, 1987, and 1988 annual workshops on women's rights in the law school curriculum held by American University's Washington College of Law are summarized. (MSE)

If ways are to be found to integrate doctrine, practice, and theory in the law school curriculum, a new perspective of legal education is needed. One useful approach builds on work on moral development based on two distinctive modes of thinking about moral issues. (MSE)

This article argues that statutory law is underemphasized in law school curricula and that increased attention to the teaching of statutory law would have benefits for legal education, including increased reflection on instructional goals and methods. Strategies for integrating statutory law into the curriculum are discussed. (MSE)

Structural and functional characteristics of legal education define law learning in terms that determine, through the kind of professionals it trains, the strongest possibilities for societal use of law. (Author/KE)

English legal history should continue to be taught in our law schools because it does provide context for the study of American law, but it has long been a question how much of that context has value in training for actual practice. (Author/KE)