Can a Law Teacher Avoid Teaching Legal Ethics

Abstract

When Roger Cramton examined the unarticulated values and assumptions of legal education in the late 1970s, he found a moral relativism tending toward nihilism, a pragmatism tending toward an amoral instrumentalism, a realism tending toward cynicism, an individualism tending toward atomism, and a faith in reason and democratic processes tending toward mere credulity and idolatry.1 It is disheartening to observe that nothing much has changed as we begin the last decade of the twentieth century. Why has legal education been so resistant to reform? Despite the critiques of legal education that have been offered in the last fifteen years,2 the implicit messages of legal education that Roger Cramton decried are still with us.

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