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This course is for J.D. students who have been approved by the Law School to study at one of the following schools: Bucerius Law School (BLS) -- Hamburg, Germany, Hebrew University of Jerusalem (HU) -- Jerusalem, Israel, Institut d'Études Politiques de Paris (Sciences Po) -- Paris, France, National University of Singapore (NUS) -- Singapore, Peking University Law School (PKU) -- Beijing, China, University of Vienna -- Vienna, Austria, and Waseda University Law School (WLS) -- Tokyo, Japan -- Esade Law School -- Barcelona, Spain. See Foreign Legal Study Program at https://law.stanford.edu/education/only-at-sls/global-initiative/foreign-legal-studies-program/ for study abroad opportunities each academic year and for application deadlines. Elements used in grading: Satisfactory evaluation of course work at the exchange institution.

The Legal Studies Workshop is designed to support students working on a piece of legal scholarship with an eye to publication. The workshop will meet four times a quarter, and will be offered in most quarters. Students may sign up for as many quarters they wish, and will receive one credit for each quarter they are enrolled. The bulk of time each session will be devoted to presentations of one or two student works-in-progress. Every student is expected to present her/his own work at least once over the quarters she/he is enrolled in the Workshop, and to provide constructive oral feedback on others' work. We will set aside some time during the quarter for informal discussion of research ideas that are in a very early stage. We welcome students who are just starting to explore their interest in an academic career; if you have any questions about whether the course is suitable for you, please contact Prof. Bernadette Meyler (bmeyler@ law.stanford.edu) and Prof. David Sklansky (sklansky@stanford.edu). Attendance is mandatory, absent extenuating circumstances. There are no written requirements for the course, and no requirement that the work presented be original to the Workshop. Students may wish to use the Workshop as an opportunity to expand on seminar papers or pursue independent research projects for which they are getting separate credit through one of the research tracks (e.g., directed research, dissertation). Whether students are working on a new project or revising an old, the expectation is that students will develop their topics independently of the course. Students who would like to participate in the Workshop but feel they need help in developing a workable research topic should consult faculty members ahead of time. Elements used in grading: Class participation and attendance. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.

The course surveys the most significant theories of law and adjudication in this country from the 1880s to the present. We will consider, among other topics, Formalist (Langdellian) Legal Science, Sociological Jurisprudence, American Legal Realism, the Legal Process School, Law and Moral Philosophy, Public Choice Theory, Law and Economics, Feminist Jurisprudence, Critical Race Theory, the Law and Society movement, and Empirical Legal Studies. The readings are drawn principally from primary materials---the important contemporary manifestos and critiques of the schools of thought studied, along with writings that involve their application to concrete legal problems or reveal their influence on others. Enrollment allowing, students may be asked to help co-teach some of the sessions. Contact Prof. Fried (bfried@stanford.edu) if you would like to look at a syllabus from prior years before deciding whether to enroll. Special Instructions: If any student would like to write a research paper in lieu of the reflection papers, he or she should consult the instructor before the start of the course. After the term begins, students accepted into the course can transfer from section (01) (Reflection papers option) into section (02) (Final paper option) with consent of the instructor. Section (02) meets the R requirement. Note: Students enrolled in Section 01 will complete reflection papers (2-3 pages) for 9 of the 18 classes and students enrolled in Section 02 will complete a research paper (25-30 pages) on topic of student's choice related to the material of the course. Students are required to meet regularly with Prof. Fried throughout the Quarter to discuss progress on the paper. Elements used in grading: Class Participation plus reflection papers or final paper.

Philosophy of Law: Protest, Punishment, and Racial Justice ( LAW 5811): In this course, we will examine some of the central questions in philosophy of law, including: What is law? What gives law its authority? Must we obey the law? If so, when and why? How should we understand and respond to unjust laws? When is civil disobedience morally permissible? Is civil disobedience ever morally required? What is punishment for? What are prisons for? What does the state owe us? There will be a 50-minute mandatory TA session (Date and Time TBA). Law students have the option to write an independent research paper for R credit with instructor consent. After the term begins, students accepted into the course can transfer, with consent of the instructor, from section (01) into section (02), which meets the R requirement. Elements used in grading: discussion questions, final paper abstract and outline, final paper presentation, final paper, attendance. Note: Previous coursework in philosophy is a requirement for the course. This class is limited to 25 students. Up to five SLS students may enroll directly in Axess. For additional enrollment, please contact the instructor. Cross-listed with Comparative Studies in Race and Ethnicity ( CSRE 175W), Ethics in Society ( ETHICSOC 175W), and Philosophy ( PHIL 175W/ PHIL 275W).

Most significant substantive legal disputes you all confront in law school are "resolved" at least as much by reference to ideological predispositions as any sort of logic internal to legal analysis. We will begin the seminar by discussing distinct views about what ideological messages are conveyed at law school. But the bulk of the course is devoted to a series of questions that arise for those of us who believe that ideology is important. We first study what I would characterize as Right-wing orthodoxy in the law schools, an orthodoxy that took shape in the early days of the Federalist Society. Its key procedural features were allegiance to originalism and textualism, its key substantive features full-throated or "soft" economic libertarianism and hostility to legal rules that attended to status and identity. We then look at Right-wing heterodoxy: resistance to these conventional positions from commentators who reject in significant part these tenets, typically in favor of a more activist, significantly theocratic state or the ethno-nationalism associated with the MAGA movement. We then study 21st century progressive orthodoxy (with its strong focus on countering identity-based subordination) and progressive heterodoxy We will be looking especially carefully at some or all of the following controversies: the centrality of diversity, implicit bias, disability accommodation, accommodation to religious objectors to antidiscrimination law, campus speech and "climate" issues, and gender-based violence (including harassment.). Students will be expected to prepare three 5-7 page reaction papers over the course of the term, one of which must be handed in before class. The three papers will count 80% and participation and attendance 20%.

This course will offer a broad overview of the ethical issues attorneys face throughout their legal careers. We will explore not just the rules that govern the practice of law, but the real-world scenarios that arise in modern law practice. Our objective is to prepare students for the thorny (and at times career-jeopardizing) situations they will invariably encounter upon entering the profession--whether in law firms, government, or public interest organizations. Students will review the ABA's Model Rules of Professional Conduct as well as ethics opinions, court cases, and media reports on a wide range of ethical issues. The course will also examine matters of professionalism and equity in the interests of shaping a more collegial, mutually respectful bar. Students are expected to participate in lively dialogue, and grades will be based on a final exam as well as classroom participation.

This course will deal with selected aspects of the history, organization, economics, ethics, and possible futures of the legal profession in the United States. Likely topics will include, in addition to the ABA's Model Rules of Professional Conduct: demographic changes in the profession, the evolution of law firms, bar associations, and law schools from the early twentieth century to the present; the development of corporate law, personal injury, mass torts, prosecutorial and criminal defense practices, and the "public-interest" bar; the dominant professional ethic of adversary-advocacy, and its critics; the regulation of lawyers; the economics of the market for legal services; the organization and culture of law firm practice; the role of the role of the lawyer as counselor; and the export of American lawyering models abroad. 8-hour self-scheduled take-home examination, with option of writing a research paper. Special Instructions: Students have the option to write a long research paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Elements used in grading: Class participation, attendance, final paper or final exam.

This course uses a study of plaintiffs' lawyers as a vehicle to explore many of the most controversial and important issues at the intersection of tort law, civil procedure, and legal ethics. Specifically, in this course, we will study who personal injury lawyers are, how they find clients, how they fund litigation, and how they usher complex cases to conclusion. In so doing, we will address: the role and regulation of lawyers; the use and abuse of the contingency fee; the legality and normative consequences of solicitation and attorney advertising; the propriety of secret settlements, NDAs, and expansive protective orders; the rise and impact of "alternative litigation finance"; and the vexing issues posed by class actions, aggregate actions, consolidated actions, and multidistrict litigations (MDLs). The final segment of the course will involve a series of case studies, where students will test their knowledge of the Model Rules of Professional Conduct and have the opportunity to see the course's themes echoed and expressed in recent real-world controversies. Importantly, though the course is nominally focused on "the plaintiffs' lawyer," it does not just equip students to practice on one side of the "v." Rather, through our grounded and contextualized study of legal ethics, advanced civil procedure, the legal profession, and contemporary legal practice, students will acquire tools to litigate cases of all stripes and for both sides. Elements used in grading: Class participation, attendance, and reflection papers.

The American civil justice system sits at a crossroads. In three-quarters of the 20 million civil cases filed in state courts each year, at least one side lacks a lawyer. Beneath those cases sit tens of millions more legal problems that never make it to court. Many are significant, even life-altering moments: debt disputes, evictions, domestic violence, a former partner behind on child support, an employer refusing to pay overtime, or an insurer who denies a legitimate claim. Yet most people face these problems without legal assistance, or they "lump it" rather than navigate a complex system alone. Such large, systemic gaps in access to legal services limit who can vindicate their rights, magnifying disparities based on income, education, race, gender, and ethnicity. They are unfair and undemocratic. The future of the civil justice system, and the legitimacy of the courts at its center, will turn on how--and how well--judges, court administrators, the legal profession, and an array of policymakers respond to these new realities This course offers a wide survey of the current state of access to civil justice in the United States. Students will consider the long-run causes and consequences of the justice gap and the major features, constituencies, and stakeholders of the state court systems that are struggling to close it. Students will also tour and assess potential solutions--from procedural simplification, to revived Due Process, to new technologies (e.g., online dispute resolution), to efforts to prime the supply of legal help by amending various Model Rules to expand non-lawyer practice of both the human and software sort. Throughout, students will explore the complex ethical rules that govern lawyers and lawyering and investigate whether and how these rules contribute to, and might instead ameliorate, the access-to-justice crisis. Ultimately, students will emerge with a synoptic understanding of one of the most pressing challenges to the legitimacy of the American legal system, along with new ideas about how to chart a career devoted to access to justice. Student assessment is based on class participation and four short papers. This course satisfies the Ethics requirement for graduation. NOTE: Due to similar content, students enrolled in Access to Justice LAW 6017 may not enroll in Access to Justice: Law, Policy, and Legal Ethics LAW 6018.