In sum, this Volume provides us with a diverse and engaging range of articles that challenge us to examine our teaching, our theory, and
our assumptions about legal writing pedagogy and legal education.
At a moment at which there are many serious criticisms of liberalism and / or questions
about its future, combined with substantial unanimity among
legal academics
about various progressive values (as seen, to be clear, through an establishment lens) and the routine invocation in current scholarly and public
writing of things like «rule of law,» faith in judicial review, and so on, there is a lot of room for interesting and valuable work questioning those
assumptions and premises.
All that has been
written about the problem is based upon the
assumption that the solution lies in bringing
about the right improvements to the present method of providing
legal services.