Journal of Dispute Resolution Volume 2015 Issue 1 Article 8 2015 Judging as Judgment: Tying Judicial Education to Adjudication Theory Robert G. Bone Follow this and additional works at: https://scholarship.law.missouri.edu/jdr Part of the Dispute Resolution and Arbitration Commons, and the Judges Commons Recommended Citation Robert G. Bone, Judging as Judgment: Tying Judicial Education to Adjudication Theory, 2015 J. Disp. Resol. (2015) Available at: https://scholarship.law.missouri.edu/jdr/vol2015/iss1/8 This Conference is brought to you for free and open access by the Law Journals at University of Missouri School of Law Scholarship Repository. It has been accepted for inclusion in Journal of Dispute Resolution by an authorized editor of University of Missouri School of Law Scholarship Repository. For more information, please contact
[email protected]. Bone: Judging as Judgment: Tying Judicial Education to Adjudication The Judging as Judgment: Tying Judicial Education to Adjudication Theory ROBERT G. BONE* INTRODUCTION The thesis of this Article, simply stated, is that judicial education makes sense only against the backdrop of general ideas and beliefs about law, courts, and adju- dication. These ideas and beliefs motivate a focus on educating judges and help guide more specific pedagogical choices. I explore this broad thesis from both a historical and a normative perspective.1 Historically, I argue that interest in judi- cial education caught fire in the 1960s in large part because of prevailing beliefs about law and the proper function of courts. Normatively, I argue that the connec- tion between judicial education and normative views of courts and adjudication continues to be important today, although in a different way.