Notas
01 É a tese de KENNEDY, Duncan. Legal Education as Training for Hierarchy. In: Kayris, David, The Politics of Law, p. 54 e ss.
02 HORWITZ, Mortom J. The Transformation of American Law- 1780-1860, p. 16 e ss.
03 BLOOM, Allan. The Closing of the American Mind.
04 KENNEDY, Duncan. Legal Education …, p. 54. Tradução e adaptação livre do autor. Law schools are intensively political places despite the fact that they seem intellectually unpretentious, barren of theoretical ambition or practical vision of what social life might be. The trade-school mentality, the endless attention to trees at the expense of forests, the alternating grimness and chumminess of focus on the limited task at hand, all these are only a part of what is going on.
05 A desegregação nas escolas começou com o caso Brown vs. Board of Education. No caso Bakke vs. University of California proibiu-se o estabelecimento de cotas para minorias. Hoje, com base em votos contrários utilizados no caso Bakke, universidades utilizariam critérios especiais para admissão de minorias. Os contrários a essas políticas chamam as ações afirmativas de reverse discriminations. Maiorias estariam sendo discriminadas. O caso Grutter vs. Bollinger está pendente e a decisão, referente a Universidade de Michigan, norteará a tendência.
06 William Burnham, Introduction to the Law and Legal System of the United States, p. 129. Tradução e adaptação livre do autor. The cost of a legal education varies widely from law school to law school. Average yearly tuition at ABA-approved law schools in 2000 was almost $ 22,000 at private schools, $ 16,000 for non-state residents at state institutions and $ 8,000 for state residents at state institutions. In addition to tuition, a student must pay for living expenses, including room and board and transportation. Average living expenses in 1999-2000 ranged from $ 8,600 for those living in dormitories to more than $ 12,000 for living off-campus.
07 Kermit L.Hall, The Magic Mirror, p. 32.
08 Willliam Burnham, op.cit., p. 130.
09 Duncan Kennedy, op. cit., p. 56.
10 E. Allan Farnsworth, An Introduction to the Legal System of the United States, p. 19.
11 O filme The Paper Chase caracteriza o ambiente kafkaniano das salas de aula do primeiro ano dos curso de direito. Duncan Kennedy, op. cit., p. 56.
12 O livro é libelo contra a agressividade de Harvard. Chama-se One L. O título remete-nos ao modo como se dividem os três anos do curso de direito (law): One L (primeiro ano), Two L (segundo ano), Three (terceiro ano).
13 Scott Turow, One L, p. 26. Despite student pain and protest, most law professors, including those who are liberal- even radical- on other issues in legal education, defend the Socratic method. They feel that Socratic instruction offer the best means of training students to speak the law’s unfamiliar language (…).
14 William Burnham, op.cit., p. 131. Tradução e adaptação livre do autor. Class sections are devoted primarily to a discussion of the principal cases that were assigned to be read. The first purpose of class discussions is to determine the governing rules of law that those cases stand for. Then the ramifications of those rules as applied to hypothetical facts similar to those in the principal case are explored, which may necessitate a deeper analysis of and a recasting of the rules gleaned from the principal case.
15 Robert V. Percival, Alan S. Miller, Christopher H. Schroeder e James P. Leape, Environmental Regulation- Law, Science and Policy.
16 Mortom J. Horwitz, The Transformation of American Law- 1870-1960, p. 270.
17 Stephen B. Presser e Jamil S. Zainaldin, Law and Jurisprudence in American History, Cases and Materials.
18 Scott Turow, op.cit., p. 30. Tradução e adaptacão livre do autor. There are three general categories. The first are the casebooks, the thousand-page volumes out of which class assignments are regularly made. The cases in the book are usually edited and have been selected for their importance in the development in given areas of law. In the second category, a kind of academic purgatory, are the "hornbooks", brief treatises produced by well-known legal scholars which summarize leading cases and which provide general descriptions of the doctrines in the field. Professors discourage hornbook reading by beginning students. They fear that hornbook consultation will limit a 1L’s ability to deduce the law himself from the cases and also that it will decrease a student’s interest in class, since the hornbooks often analyze the daily material in much the same way that the professors do themselves.
19 Burnham, William, op.cit., p. 129 e ss.
20 Duncan Kennedy, op. cit., p. 64.
21 Duncan Kennedy, op. cit., p. 65.
