Legal Education and Professional Development - an Educational Continuum, Report of the Task Force on Law Schools and the Profession: Narrowing the Gap, (Illinois: American Bar Association 1992)

Clark, Eugene

doi:10.53300/001c.5993

Cited by 9 publications

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“…The scholarship chosen by faculty would also rarely scrutinize their own practice; rather, it would be used to explore the content of the discipline (Braxton, 2005). It is no wonder that critics in nearly all the professions have formed a chorus denouncing our universities for preparing students with the wrong competencies required to become successful in their fields (see, i.e., Association of American Medical Colleges, 1998;MacCrate, 1992;Mintzberg, 2004). In particular, the critics have ultimately detected that our professional education has emphasized the technical skills over the interpersonal, the accumulation of facts over wisdom, and a focus on individual accomplishment over intersubjective appreciation.…”

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The Return of Practice to Higher Education: Resolution of a Paradox

Raelin¹

2007

The Journal of General Education

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We are witness to a growing paradox in higher education ever since the recognition that one of its primary purposes has become the advancement of professional education. Perhaps the most unrecognized trend in college education in the United States has been the decline in the liberal arts, which purportedly prepare students for moral and civic participation in society. The apprehensiveness of liberal arts exponents notwithstanding, by the start of the 21st century, some two-thirds of college undergraduates had voted with their feet to enroll in professional fields (Brint, 2002). The paradox is that in spite of this rampant professionalization throughout higher education, the provision of professional education has been orchestrated through standard classroom delivery mechanisms that are based on methods associated with liberal arts provision. This methodology has been retained, while in other fields of endeavor, such as social theory, organizational studies, and technology and society, there has been a "practice turn" that has elevated the value of experience as a basis for knowledge. In this article, I shall attempt to elaborate on the history behind this paradox and attempt to resolve it by demonstrating the 3 opportunity now available to higher and general education teachers and administrators in adopting a more practice-oriented approach. Derivation of the ParadoxUntil the 20th century, most people prepared for professional life by apprenticing in the field.Few found much value in college preparation, which, in the United States, was associated almost exclusively with moral and also intellectual preparation, known as liberal arts education. Young people of means attended college to refine their comprehension of the virtues of civic participation in a society they would one day come to shape. College was not a time to prepare for work that awaited them upon graduation. They would inherit their employment through their privileged upbringing. Graduate school would eventually become the means of preparing college students, now morally equipped, to enter the advanced professions, such as law and medicine (Grubb & Lazerson, 2005).

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confidence: 99%