#mark pulliam

The first year of law school has traditionally served as a sort of boot camp designed to “toughen up” undisciplined students through a demanding regimen of instruction using the Socratic method. At least that was the model when I attended the University of Texas School of Law four decades ago. By forcing students to break down and question every assumption, and by insisting that students use logical arguments—instead of emotions—to prove their points, law professors taught their classes how to “think like a lawyer.”

Part of the first-year pedagogy involved learning how to argue either side of an issue—marshaling the facts and law to reach opposite conclusions. Not only does this instill a deeper understanding of the relevant subject matter, it also teaches a skill essential to being an effective lawyer. Practicing lawyers don’t know in advance what side of an issue their client will be on, and being able to anticipate the other side’s argument makes one a more effective advocate or counselor. Moot court competitors—like forensic debaters—have to be able to present either side of the case with equal alacrity.

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Case in point: At UT law school, Professor Richard Alpert gave his 1L Constitutional Law I students a final exam consisting of half multiple-choice questions and half an essay responding to a prompt. The prompt asked students to assume they were advising the Governor of Kansas regarding the legality of segregated schools, prior to Brown v. Board of Education in 1954. Students were asked to write a memo, no more than 1,000 words, raising the best legal arguments. Given the sensitivity of matters relating to race, it is unlikely that a white professor would have used such a prompt for an essay exam. Professor Alpert, however, is African-American.

After the exam was over, leftist students began to whine. One student, a white SJW, wrote an email to the class objecting that the question left him “shocked and disgusted.” The student encouraged his classmates to complain to the law school’s administration, asserting that “No one should have been forced to write an essay defending segregation.” Another white student defended Professor Alpert’s essay question as a legitimate pedagogical exercise.

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The UT administration quickly assumed the fetal position. Within days, Professor Alpert sent an apology to the class, reproduced in full below

ARTIST SPOTLIGHT: Mark Pulliam

Mark Pulliam was born in 1959 in Cocoa, Florida. In 1983 he earned his BFA from the University of Florida. At the age of 22, he opened his first gallery. He quickly gained acclaim in the Central Florida area, winning a number of awards at art shows and exhibiting his work in local galleries.

Today, almost twenty years later, Pulliam’s work can be seen all over the world. He consults with some of the top designers and architectural firms in the country. He and his wife reside in Winter Garden, Florida.

Says the artist, “I believe that surrendering to my instincts and letting my imagination and talent work the canvas provide ongoing education to my self-awareness. I feel that all great artists must go through this process. My earlier images were dependent on detailed, realistic interpretations. Later in my career I became less satisfied with technical depiction and began to focus on the other elements of painting. I began moving toward patterns, colour and texture. My need to simplify became the dominant point of my expression, a process that I find tremendously gratifying.”