In this linguistic study of law school education, Mertz shows how law professors employ the Socratic method between teacher and student, forcing the student to shift away from moral and emotional terms in thinking about conflict, toward frameworks of legal authority instead.
In this linguistic study of law school education, Mertz shows how law professors employ the Socratic method between teacher and student, forcing the student to shift away from moral and emotional terms in thinking about conflict, toward frameworks of legal authority instead.
Elizabeth Mertz is Senior Researcher, American Bar Foundation and Professor of Law, Wisconsin Law School.
Inhaltsangabe
* Notes on Transcription * I. Introduction * 1.: Entering the World of U.S. Law * 2.: Law, Language, and the U.S. Classroom * 3.: Study, Design, Methodology, and Profile * II. Similarity: Legal Epistemology * 4.: Learning to Read Like a Lawyer: Text, Context, and Linguistic Ideology * 5.: Epistemology and Teaching Styles: Different Form, Same Message * 6.: On Becoming a Legal Person: Law Talk in the Law School Classrooms * III. Difference: Social Structure in Legal Pedagogy * 7.: Professonial Style in Context * 8.: Student Participation and Social Difference: Race, Gender, Status, and Context in Law School Classes * IV. Conclusion: Reading, Talking, and "Thinking" Like a Lawyer * 9.: Legal Language and American Law: Authority, Morality, and Linguistic Ideology * Notes * Index
* Notes on Transcription * I. Introduction * 1.: Entering the World of U.S. Law * 2.: Law, Language, and the U.S. Classroom * 3.: Study, Design, Methodology, and Profile * II. Similarity: Legal Epistemology * 4.: Learning to Read Like a Lawyer: Text, Context, and Linguistic Ideology * 5.: Epistemology and Teaching Styles: Different Form, Same Message * 6.: On Becoming a Legal Person: Law Talk in the Law School Classrooms * III. Difference: Social Structure in Legal Pedagogy * 7.: Professonial Style in Context * 8.: Student Participation and Social Difference: Race, Gender, Status, and Context in Law School Classes * IV. Conclusion: Reading, Talking, and "Thinking" Like a Lawyer * 9.: Legal Language and American Law: Authority, Morality, and Linguistic Ideology * Notes * Index
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