Law School Instruction in Professional Responsibility: A Curricular Paradox

Abstract

Legal ethics has recently become the focus of professional and public concern. One aspect of that concern has to do with the education and socialization of law students in professional responsibility. This study, using data from a sample of law students in diverse school settings, examines the influence of prevailing learning norms in legal education on student responses to courses in professional responsibility. The author also reviews the bases of ambiguous sentiments about the role of education in professional ethics and concludes with a discussion of the difficulties and dilemmas involved in attempts to alter the established mode of instruction.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 26 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.