1: Introduction
- Page ID
- 226946
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Introduction to Mindful Lawyering
In recent years, lawyers and those who train and regulate them have been paying more attention to lawyer well-being. Over 30 years ago, law-faculty and psychologists also surveyed the mental well-being of law-students and found it to be abysmal. So it is as a result of those concerns that courses focused on mindful lawyering and Mindfulness among law students have begun to populate the landscape of law school course offerings.
Many of those creating these courses are involved in other kinds of legal mindfulness practice. The Mindfulness in Law Society (MILS) has chapters all over the country; They also have a law student focus that waxes and wanes as student leadership rotates and shifts. In addition to the resources offered by MILS, students and lawyers have multiple online resources to complement, enhance, or even guide formation of a mindfulness orientation.
This Mindful lawyer course material platform showcases one version of a mindfulness lawyer course offered in a law school. Those persons attracted to teaching these courses likely have a practice of their own --and indeed really need a practice to effectively teach this course. Their practice will likely inform the kind of course they want to put together, as will, of course, things such as credit hours available for a course. My imprecise survey of current courses suggests that many of these courses are for two credit hours. In addition, there are a couple of books available that could be used as a textbook, thus obviating the need for curated materials.
When developing this course, after reviewing the available resources, I chose to create an OER mindfulness course for several reasons. The first -- and the primary reason for OER materials -- is the cost factor. Second, as someone who has undertaking multiple mindfulness trainings, including trainings to teach it, I have preferences as to how to focus the course. And, I have the luxury of creating a three credit hour course which allows more freedom in course coverage and the embedding of practices for the student. Third, I like the idea that someone can take these materials and make them their own by adding things, deleting other things, shifting for material for a two credit or even one credit course, or any other adaptation.
Two things I focused on in developing this course that I should mention at the outset: First and part of the reason for it to be a twice weekly course, I want to immerse the students in in-class twice weekly practices. They will also do out of class practice, but twice-a-week in-class group practice will, I hope, really strengthen the odds that students actually incorporate this methodology into their lives and practice
Second, as I began to think about what materials to include, I became convinced that students would benefit from fewer readings, more practice, more reflection, and more discussion. I have tried my best to incorporate that belief in the materials.