Law school instruction in professional responsibility should not attempt to inculcate particular ethical values but should aim to sensitize students to the ethical dimension of the lawyer's professional role, provide insight into the nature of the legal profession, and cultivate willingness to engage in reflective judgment through traditional…

The international community has developed a system of human rights law relevant to many areas of legal encounter, which American law schools have been slow to incorporate into curricula. Teaching human rights law provides an opportunity for law schools to enrich the learning process and contribute creatively to the respect for rights in society.…

Paul Carrington's thesis that nihilist professors of critical legal studies must leave the law school, and its implications for academic freedom and the law school's responsibility to its students, are examined. (MSE)

The law school as an organization is examined by a hypothetical Irish monk from several moral points of view (teleologically, interpersonally, and according to the ethics of responsibility) and advised as to the effect of the law school community on its members. (MSE)

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)

Reports on a survey of 177 law schools which identified widespread institutional indifference to plagiarism and large disparities in law schools' definitions of and punishments for plagiarism. Finds law schools have failed to teach students the rudiments of proper attribution and offers a definition of plagiarism, suggested disciplinary sanctions,…

Discusses whether law schools should foster development of intellectual and moral qualities traditionally in the domain of liberal arts (e.g., courage, patience, sensibility, breadth of perspective, and clarity of thought) as well as purely legal skills. (MSE)

A discussion of academic freedom in legal education looks at the extent to which the professional, as distinguished from the purely academic, functions of law schools challenge traditional assumptions about academic freedom and institutional political neutrality. The issues of institutional diversity and specialization are also addressed. (MSE)

A cognitive approach to teaching property law is illustrated with a case in which an individual's blood sample was used to develop a valuable serum. Applicability of property rights was at issue. It is suggested that cognitive thinking can inform and improve analysis and instruction in evolving areas of law. (MSE)

Discusses the question of whether law schools should or can teach professional responsibility in an institutional sense--in the standards established and enforced for administrators, faculty, and students--or in a conscious collegial presentation of the subject itself. (MSE)

Whether law schools should remain institutionally neutral concerning fundamental political and moral issues facing society is examined. The discussion looks at the purposes of the university in the modern world, the core of knowledge needing preservation, areas of inquiry no longer valid, new priorities for inquiry, and faculty role. (MSE)

A discussion of the professional responsibility of law schools focuses on the need to highlight professional issues within the curriculum, pro bono policies, access to and delivery of legal services to those who need them, equal access to legal education, and more effective treatment of issues related to race, gender, ethnicity, and sexual…

The situation created by a glut of lawyers in the profession is examined, particularly heightened competition and need for technical legal skills. Eight recommendations are made concerning the financing of legal education, curriculum design, field experience program changes, and expansion of access to legal services. (MSE)

Argues that law schools systematically and pervasively fail to study and teach about the legal profession. This is seen as an ethical failure by the legal academy to meet the needs of its three principal constituencies: students; the bar; and society. Three concrete strategies that all law schools should undertake to address issues graduates will…

The obligations of law schools, under federal law, to accommodate faculty with disabilities are examined. Employment provisions of the 1990 Americans with Disabilities Act and the Rehabilitation Act of 1973 and the definition of a disabled individual are reviewed, and real and hypothetical scenarios in hiring and employing law teachers are…