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Faculty Interviews |
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Interview with Terry HubbardRecent Teaching History Biography In 1967, then student (now Law Librarian), Terry Hubbard
was living in Berkeley, demonstrating against the Viet Nam
War In Oakland and studying French history at San Francisco:
reading those dreary French Marxist labor pamphlets.
The following year, 1968, the year those of us of a
certain age were sure that the revolution was underway, Terry
could be found at the UCLA Graduate Student Swimming Pool
and Cabana working on a degree in Librarianship, pursuing
a side interest in intellectual history, and translating pamphlets
of The French Revolution. Terry had indeed wandered far from
the place of his forebears, rural Vermont. So when he returned from Europe this time, he wide experience of people and places, he had knowledge of the law, and he knew books. It took awhile and several colleges he went to or was librarian in, but now hes ours. His current interest is the impact of changing social proscriptions, i.e. political correctness, on the law as a knowledge system and the courts. Prior to this interest, Terry and his students studied environmental law. Terry likes Southern authors for the bizarre characters, They are populated by as many personalities and characters as Grimm could have dreamed up. There may be no connection but he also really likes teaching at Evergreen. I really get into working with students. I thing that the back and forth of teachingyou know the old truism that you learn as much from students as you do from your professors or what youve taught yourself. Each one of them brings something; and its always beneficial for me in particular, but also for the class in general, to bring that out that they already know. Theyre in a course because they have an interest of some sort and they are going to apply it or they investigate how to apply what they are going to get out of the class and that brings with it their conditions of learning, in a way. They are looking for something in there that will help them identify or to expose the fact that its not there. And it is particularly true with respect to law because many students are in there because they are curious about law school. So its a natural for getting people into the library to do research. And law is often structured in such a way that it is a marvelous, well-documented information system. And it is also a reasoning device. Every time you look at a legal argument you are looking at an example of argumentation. And discovering that half of law is rhetoric. Its the old form of rhetoric: you pick the argument you want to make, select your facts and go about persuading somebody. And this is almost a revelation, I think, to students. They learn that they can do it too. They also learn that they have to look beyond the argument for the facts that werent included in the argument. Interviewer: Pete Sinclair
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