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Copyright (c) 2001 The University of Louisville
Brandeis Law Journal

REMEDY DISCUSSION FORUM: CHALLENGES IN TEACHING REMEDIES

Spring, 2001

39 Brandeis L.J. 611

Author

Gregory L. Ogden*

Excerpt



I have been in the law teaching profession since 1976. 1 I have taught Remedies since the summer of 1984, or for over fifteen years. 2 I used the York and Bauman (now Rendleman) casebook 3 to teach Remedies for the first couple of years. I have since used the Laycock casebook 4 with two different editions. 5 I like the organization of the Laycock book which divides remedies into large groupings of basic remedial alternatives such as damages, injunctions, and restitution. This organization is consistent with my own conception of the role of the Remedies course in the curriculum of my law school. This is also a very manageable approach to the subject for law students who are taking a three- unit survey course in a bar examination tested subject.



Remedies is a very challenging course for law students. It can also be challenging for law professors who are new to the course. There are a number of reasons for those challenges that will be discussed in this paper. One of these reasons comes from the wide range of substantive law subjects presented in remedies cases. Many of these subjects are unfamiliar to law students and professors. Another related reason is the substantive context in which particular remedies issues arise. A law professor teaching Remedies will understand that context well if the professor also teaches the relevant substantive course, and the professor may not understand the substantive context very well if the subjectis not also ...
 
 
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