Page 24 - Dallas Vol 5 No 4

How the American
Fails Aspiring Attorneys
The American education system is failing our lawyers (and other professionals). It is an indict- ment against academia that beginning in undergrad and continuing through advanced degrees, we do not teach our students how to be successful.
We use a platform for curricula that hasn’t seen real innovation or mod- ernization in over 100 years. We force lawyers to learn calculus and biology. We force engineers and scientists to learn Plato’s “Allegory of the Caves” and Shakespeare’s “Merchant of Ven- ice.”
WHY?
e traditional reasoning was that a “well-rounded” education was best for all involved. If we didn’t force a bit of breadth upon students with spe- cialized majors, our educational insti- tutions would produce graduates who were one dimensional.
is approach to education was developed over 100 years ago, long before the days when a degree meant going six gures into debt. is is no longer the case.
While analysts point out that trade schools are becoming more valuable for those with aptitudes in mechan- ics, electronics, etc., our education system has failed to take note of these observations and emulate the appren-
BY FREDERICK SHELTON
ticeship model for high-end profes- sionals.
In ancient Japan, a master sword- smith would teach the student how to make a sword so ne as to be con- sidered a work of art. He would teach more than just sword making though. He would teach his student the intel- lectual and philosophical mindset behind the cra . He might also teach ghting skills, spiritual matters and other concepts that would enrich the life of the apprentice. However, he would not teach the intricacies of Ka- buki or how to perform a tea ceremo- ny. While both may o er beauty and art, neither will bene t the student or be an activity in which they endeavor.
As undergraduates, aspiring law- yers are forced to pay for classes which will not help their career and in which they have absolutely no in- terest. Students learn how to pass the tests and then forget the material, so they can study for the next battery of tests. Many students instinctually recognize that these required classes won’t be worth the return on invest- ment and simply quit school.
According to a 2017 study by the National Center for Educational Studies, 41 percent of people entering college, fail to obtain a bachelor’s de- gree due to economic hardship or the
belief that the money invested will not be worth the long-term bene ts.
Years ago, I had a very enlightening discussion with Stephen Trachten- berg (president emeritus and pro- fessor at e George Washington University). He is both an icon and iconoclast of the American education system. I was subsequently inspired to read his book “Big Man on Campus: A University President Speaks Out on Higher Education” and in it, he wrote:
“Shouldn’t we know the e ect of our (educational) e orts? Have we added value? If some graduates majored in drinking beer, took random minimal courses, and received C’s in them, haven’t we taken their tuition money, year a er year, under false pretenses?”
While Stephen has made clear to me that he doesn’t advocate turning law school into vocational training, he did share that he feels there is a need for both modernization and in- novation at our institutions of higher learning.
If an undergrad student has a gen- uine interest in Shakespeare, by all means enrich their lives with the cun- ning of Portia in the face of Shylock. If they really want to learn “Law & Culture in American Film” (a class at Stanford Law School), excellent! Just don’t force a curriculum that is largely
ATTORNEY AT LAW MAGAZINE · DALLAS· VOL. 5 NO. 4 24
Education System