Source: (2012) Touro Law Review. 28: 1141-1188.

For some, introducing humanism into the curriculum meant focusing on developing interpersonal skills;6 for others, like the authors of Becoming a Lawyer, it was a call for a more values-focused legal education. This focus on values however, was coupled with renewed attention to the human element in the law: the humanbeingness of teachers, students and, most importantly, clients. The book was an outgrowth of a federally-funded project based at Columbia Law School, the Project for the Study and Application of Humanistic Education in Law. The Project's mission was to address the perception that in the process of training law students to become lawyers, for the most part legal educators at best ignored and at worst dismissed attention to the core values that attracted many students to the study of law. These values included the desire to "help people," to "make a difference," to seek justice, to have a positive impact on the world. The intellectual indoctrination of law students distanced many from the ideals that provided a meaning for the work they wished to do,o thus threatening to separate lawyers from their own moral core. (excerpt)