Teaching through the problem method is challenging. New problems must be created each semester, because using old problems presents at least two problems. First, in some areas of law, such as tax, last year's problem may be obsolete, and this year's problem requires adaptation to a new or amended law. Second, students raised on the memorize-and-regurgitate formal that permeates much of K-12 and undergraduate education, exacerbated by the No Child Left Behind campaign, think that if they can find the answer to last year's problem from someone who previously took the course, they can earn high grades by sharing what they have "discovered." Finding information on the Internet or on last year's course outline is not a hallmark of an A student, other than (perhaps) in legal research courses.
Law schools claim to teach students "how to think like lawyers." The irony is that lawyers don't think much differently than do accomplished people in any other field, be it engineering, music, cancer research, or design. Find the facts, determine what additional facts are required, outline the issues, ponder alternatives, do some trial-and-error application, take a position, argue for one's conclusion. Engineers are trying to solve and prevent problems. So, too, are cancer researchers. So, too, are lawyers. That is why law schools, despite what they claim, are in the business of teaching their students to think. That's it. To think.
Problem solving and problem prevention requires people to think. Thinking, in turn, requires independent thought. The problem approach to teaching nurtures these skills.
So it came as no surprise, and yet as somewhat of a surprise, to learn (as reported here) that Harvard is considering injecting the problem approach into its curriculum. And it surely was no surprise to read confirmation of what already was known: A PUSH FOR PROBLEM SOLVING As Harvard Ponders, Others Embrace Change in Law School Approach. After all, back in 1992, an ABA Task Force on Legal Education concluded that law students should have instruction in problem solving. Has that happened? Yes, for students who enroll in the few courses that use problem solving as part of the pedagogy. Some students manage to float through law school on a theoretical and philosophical track that exacerbates the bewilderment and disillusionment greeting them on their first job (a topic unto itself that I plan to address in a subsequent posting).
I share a few quotes from each article. To those who know me, trust me, these quotes are not mine. Yet they paraphrase things I've been saying for years. I've tossed in a few editorial comments. I just couldn't resist.
From A PUSH FOR PROBLEM SOLVING As Harvard Ponders, Others Embrace Change in Law School Approach:
"I have found it to be a wonderful thing," says Peggy Cooper Davis, an ethics professor at New York University School of Law, "because it gets students thinking about their responsibilities as a professional, and it gets them struggling with what it means to represent someone."From Twas a time for change:
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"The [Socratic] method is a great way of teaching, but case method alone is a bit one-sided," says Lewis [Oliver Lewis, a 2006 Harvard Law graduate], who clerks for a 9th U.S. Circuit Court of Appeals judge. "One of the big problems is that the exams are done by the problem-solving method, but the teaching is done by case method, so it feels like you’re looking through the other end of the telescope."
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Some Harvard graduates say some faculty members would probably be resistant to incorporating real-life aspects of the practice into first-year courses. [Surprise!]
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Michael Meltsner, a professor at Boston’s Northeastern University School of Law, [who] was a visiting professor at Harvard Law [and who assembled what was known as the First-Year Lawyering Program [at Harvard] explains why the program did not last: .... Meltsner says faculty complained the program took too much student attention from regular courses. He also says many faculty members were not comfortable with the intense involvement of practice-related training because they see their role as more scholarly. [Translate: can they design and solve practice-related problems? Are they capable but unwilling to invest the time and effort?]
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Lawrence Rosenthal, a 1981 Harvard Law graduate, sees faculty members’ lack of law-firm experience as the problem. "So many faculty members at so-called elite law schools don’t have any significant practice experience, so they manage to convince themselves that you don’t need to know much about the practice of law to teach it," Rosenthal says.
Many law schools, with their century-old teaching methods, do not prepare graduates for the day-to-day realities of law practice. [When I said this at the outset of my teaching career, I was dismissed as an unlearned rookie. When I said this ten years into my teaching career, I was told I lacked humility and tact. When I say it now, I get strong messages of support from some folks and sharp rebukes and retaliation from others.]It's so nice to have others wander over to the problem-solving side of the legal education street. Yet the bulk of the crowd remains afraid or unwilling to cross over. The battle for what 21st legal education will be has heated up.
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''When a human being walks through a lawyer's door, they don't say, 'I have for you a tort problem' 'They say, 'I was walking to the office this morning and a car came by and knocked over this garbage can and it hit me and I fell off the sidewalk and I twisted an ankle and what are you doing to do about it?'" [One of my favorite questions to students, "So what now will you say to (or ask of) the client?" brings not only stares but on one occasion an email that asserted "You are scaring the h** out of us. This is the first time we've heard a reference to clients" —- clearly from students who had not been in the Legal Profession course nor in a clinic (which, if I were a Dean, would be sufficient in number so that every student would be required to enroll in at least one].
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"Young lawyers often find that law practice is starkly different from law school, contributing to high attrition at many law firms." [Another one of my oft-rejected observations]
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"The cost to firms of associate attrition is substantial: more than $300,000 per departing lawyer in unrecoverable recruiting, training, and replacement costs" [and clients have tired of paying for the education they expect associates to bring with them to the representation].
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"'The case method..... falls pretty far short of actually training people to know how to be a lawyer."
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''A lot of lawyers do work .... that reading appellate cases doesn't help you get at." [But because many law professors go from law student to clerkship to law faculty, what else can they do? Lawrence Rosenthal, quoted above, nailed this one, didn't he?]
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"Law schools ought to be aware that they're training people for practice" [many faculty disagree, and proudly say so].
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''If we get them to think of themselves as problem-solvers, that brings them closer to the realities of law practice." [But the students don't realize that so long as the faculty using the problem-solving approach are in the minority.]
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"[The problem solving approach helps students] draw connections between classroom theories and actual practice.