Telling Stories in School: Using Case Studies and Stories to Teach Legal Ethics

In this Foreword I will explore why we use stories and case studies (and whether stories and case studies are equal to the task) to examine ethical and moral issues in the practice of law and provide an introduction to the interesting tales which will enfold in this Symposium issue. I conclude with some thoughts about how stories and cases should be used to teach legal ethics

Lincoln’s Forgotten Middle Years

It would be difficult to find two books on Abraham Lincoln published in the same year and yet more unalike in their conclusions than Sidney Blumenthal’s Wrestling with His Angel (the second installment in his multi-volume survey of Lincoln’s “political life”) and Elizabeth Brown Pryor’s Six Encounters with Lincoln. Blumenthal’s narrative of Lincoln’s “wilderness years,” from 1849 to 1856, begins with Lincoln at the lowest pitch of his professional life, returning to Illinois from his solitary term in Congress, an embarrassment to his fellow Whigs, only to rise, phoenix-like, from the firestorm of the controversy over slavery in “Bleeding Kansas.” Pryor’s Lincoln, on the other hand, makes his debut a week after his inauguration as president, in what should have been his greatest moment of political triumph, only to be exposed as a bumbling, awkward poseur incompetently stumbling from pillar to post. Blumenthal is urgent, unflagging, so full of a sense of an impending doom for the republic that, by the end of the book, it almost seems beyond belief that any one person could rise equal to the task of saving it. Pryor is prickly, condescending, and schoolmarmish, contemptuous not only of Lincoln but of everyone who sees him as more than an oafish political hack. One sees in Lincoln the political sorcerer; the other sees nothing but the sorcerer’s apprentice. Here is biographical schizophrenia in spades. [excerpt

CL 651 MS 651 Women in Ministry

Reading Equal to the Task: Men and Women in Partnership, Ruth Haley Barton Two Views on Women in Ministry, James R. Beck and Craig L. Blomberg, Eds., Part Two (175- 327). Women in the Church: A Biblical Theology of Women in Ministry, Stanley J. Grenz with Denise Muir Kjesbo Not Without a Struggle: Leadership Development for African American Women in Ministry, Vashti M. McKenzie Origins of Difference: The Gender Debate Revisited, Elaine Storkey.https://place.asburyseminary.edu/syllabi/2341/thumbnail.jp

CL MS 651 Women in Ministry

Equal to the Task: Men and Women in Partnership, Ruth Haley Barton Women in Ministry: Four Views, Bonnidell Clouse and Robert G. Clouse, Eds., Pages 9 – 123. Women in the Church:A Biblical Theology of Women in Ministry, Stanley J. Grenz with Denise Muir Kjesbo Not Without a Struggle: Leadership Development for African American Women in Ministry, Vashti M. McKenzie Origins of Difference: The Gender Debate Revisited, Elaine Storkey. Learning from Gender Differences by Catherine Stonehouse. Or, if you have read the Stonehouse article for another course, review it and read two chapters from You Just Don\u27t Understand: Women and Men in Conversation, Deborah Tannen.https://place.asburyseminary.edu/syllabi/1968/thumbnail.jp

CE / PM 650 Women In Ministery

Equal to the Task: Men and Women in Partnership, Ruth Haley Barton Women in Ministry: Four Views, Bonnidell Clouse and Robert G. Clouse, Eds., Pages 9 – 123. 2 Women in the Church, Stanley J. Grenz with Denise Muir Kjesbo. Origins of Difference: The Gender Debate Revisited, Elaine Storkey. Learning from Gender Differences by Catherine Stonehouse. Or, if you have read the Stonehouse article for another course, review it and read two chapters from You Just Don\u27t Understand: Women and Men in Conversation, Deborah Tannen. An additional 300 pages. Include reading on: The ministry of women throughout history and God language.https://place.asburyseminary.edu/syllabi/1942/thumbnail.jp

The Eighty-first chemical mortar battalion

This booklet is dedicated to the forty-one officers and men of the Eighty-First Chemical Mortar Battalion who made the supreme sacrifice. To give a thorough account of the accomplishments of the Eighty-First Chemical Mortar Battalion would take thousands of pages. To detail the heroic deeds and meritorious service of the gallant officers and men of the Eighty-First would take more thousands of pages. A booklet the size of this could be written about each enlisted man and .each officer. It is be{ieved the history is concise, yet shows the battalion to have lived up to its motto, Equal To The Task. • Jack W. Lipphardt, Lt. Col., C. W.S., Commandinghttps://digicom.bpl.lib.me.us/ww_reg_his/1015/thumbnail.jp

CL MS 651 Women in Ministry

(1) Equal to the Task: Men and Women in Partnership, Ruth Haley Barton (2) Women in Ministry: Four Views, Bonnidell Clouse and Robert G. Clouse, Eds., Pages 9 – 123. (3) Women in the Church:A Biblical Theology of Women in Ministry, Stanley J. Grenz with Denise Muir Kjesbo (4) Not Without a Struggle: Leadership Development for African American Women in Ministry, Vashti M. McKenzie (5) Origins of Difference: The Gender Debate Revisited, Elaine Storkey. (6) Learning from Gender Differences by Catherine Stonehouse. (7) Or, if you have read the Stonehouse article for another course, review it and read two chapters from You Just Don\u27t Understand: Women and Men in Conversation, Deborah Tannen. (8) An additional 200 pages,https://place.asburyseminary.edu/syllabi/2261/thumbnail.jp

The Politics of Memory/Errinerungspolitik and the Use and Propriety of Law in the Process of Memory Construction

The post-Second World War trial for the crime against humanity from the start assumed pedagogical proportions, with the tribunals involved conscious that their legal verdicts would represent historical pronouncement and national values. The newly defined crime has been asked to institutionalize far more than the traditional task of adjudicating the guilt or innocence of the defendant. The trials themselves are meant to define the past, create and crystallize national memory, and illuminate the foundations of the future. I suggest that, by placing a burden on law that it is not designed to bear, we risk deforming law and legal principle. We risk creating an edifice that will not be equal to the task of memory, that will trivialize the memory it seeks to establish and fortify and, worst of all, that may betray law itself by subverting it from within