The Growth of Originalism (10.1007/s12129-011-9223-1)
Robert H. Bork, Hudson Institute
Judge Robert Bork succinctly considers the rise and embattled state of originalism, “which holds that the Constitution should be read as it was originally understood by the framers and ratifiers.” The fate of originalism, he avers, depends on the character of judges and professors. Will they uphold the precepts established by our democracy’s founders—or succumb “to the allure of power to do good as they see the good”?
Originalism in the Classroom (10.1007/s12129-011-9227-x)
David F. Forte, Cleveland State University
David F. Forte provides a detailed legal history of originalism and investigates whether, and to what extent, originalism is a part of law school teaching on the Constitution. He shares the results of an examination of the leading constitutional law textbooks used in the top fifty law schools and a selection of responses gathered from constitutional law professors. Prof. Forte concludes that love it or loathe it, originalism is alive and kicking in the law school classroom.
American Legal Education and Professional Despair (10.1007/s12129-011-9217-z)
David French, Alliance Defense Fund
David French asks why “lawyers are among the most unhappy, least respected wealthy people in America,” and in answering that law school is in part to blame, he discusses how law school not only fails to prepare students to practice law, but also “often actually sets them up for defeat and disappointment.” He ends with some suggestions to change matters around.
The Coming Law School Bubble (10.1007/s12129-011-9220-4)
Michael I. Krauss, George Mason University School of Law
Michael I. Krauss continues the thread introduced by David French, and explains how forty years of politicized hiring in the law schools has left its destructive mark. The results, according to Krauss and other experts, are potentially catastrophic: “Market forces and internal law school policies may be combining to produce a legal education bubble the likes of which the country has never seen.”
Bricks without Straw: The Sorry State of American Legal Education (10.1007/s12129-011-9215-1)
Charles E. Rounds, Jr., Suffolk University Law School
Charles E. Rounds, Jr., delves deeper into law school education to explain how “great swaths of core legal doctrine have been scythed from the required law curriculum, a process of misguided reform that began in the 1960s.” This has left law students trying to make bricks without straw. Rounds exhorts “seasoned” law practitioners to become once again “fully engaged in the affairs of the legal academy” and “take a good hard look for themselves at the doctrinal side of the law school curriculum.”
High Costs and Misdemeanors (10.1007/s12129-011-9224-0)
Lino A. Graglia, University of Texas School of Law
When Lino Graglia entered Columbia Law School in 1951 the first-year cost was $600. Today it costs $50,000 a year to attend Columbia Law. Graglia offers some thoughts on how law school costs skyrocketed—and kept going.
The Official Ideology of American Law Schools (10.1007/s12129-011-9216-0)
George W. Dent, Jr., Case Western Reserve University School of Law
George W. Dent, Jr., describes the seemingly all-powerful Association of American Law Schools and the negative effects of its single-minded obsession with “diversity.” Dent suggests ways in which true diversity of viewpoint might be injected into law school education. The key is to raise awareness and apply the same standards to all political persuasions.
A Great Trust Betrayed:
The Politicization of America’s Public Campuses (10.1007/s12129-011-9226-y)
Using his ten-year experience as a trustee of the University of Ohio Mansfield as the basis for a discussion of the rampant politicization of America’s public colleges and universities, Kevin Nestor offers some shocking examples of indoctrination at work on campus.
The Cost of Accreditation: Hillsdale Ends Its Teacher Certification Program (10.1007/s12129-011-9225-z)
Daniel B. Coupland, Hillsdale College
Daniel B. Coupland provides a thorough history of Hillsdale College’s extremely successful teacher education program, and the unfortunate end of its certification component as the result of Michigan’s decision to hand the accreditation process over to the National Council for the Accreditation of Teacher Education and the Teacher Education Accreditation Council.
A Dean Remembers (10.1007/s12129-011-9228-9)
Edward A. Rauchut, Bellevue University
In his review essay of Diary of a Dean and Decline and Revival in Higher Education, by Herbert I. London, Edward A. Rauchut examines the long career of a man who has tirelessly fought the good fight for traditional liberal education on many different fronts—including as professor and dean at NYU, as a founder of the National Association of Scholars and former editor of Academic Questions (and active board member of both), as president of the Hudson Institute, and in the political arena.
The Story of War: Four Books and Two Narratives that Follow the Iraq War from Start to (Almost) Finish (10.1007/s12129-011-9222-2)
David French, Alliance Defense Fund
Against the vivid backdrop of his own experience as a captain and JAG officer in the Army Reserve in Iraq, David French examines two books by Thomas Ricks and two by Bing West, who take very different approaches to analyzing the war. French uses the opportunity to consider how the history of the war is being written and how future historians may look at these contemporary accounts.