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Reflections By Patti Alleva* June 30, 2019 marks the conclusion of Professor Patti Alleva’s 32 years at the University of North Dakota School of Law. To honor her professional contributions, the law school hosted a celebration reception on Homecoming Friday, September 21, 2018. Interim Dean Brad Myers invited Professor Alleva to open the event with remarks of her choosing. The Baker Courtroom audience included current and former justices and judges of the North Dakota state and federal courts, practicing lawyers, law students and alumni, Webb family members, faculty and staff from both the law school and university communities, and friends of Professor Alleva’s from in and out-of-state. The North Dakota Law Review has included a print version of Professor Alleva’s talk – titled Wholeness: Thoughts On Law Teaching, Lawyering, and Living – as part of a special tribute in Volume 94, Issue 2. We encourage you to read Professor Alleva’s entire essay, but with the Law Review’s permission, featured here are excerpts from that piece (with renumbered and abbreviated footnotes). Professor Alleva divided her remarks in two. In Part I, she stressed the significance of teaching to self-awareness as a professional attribute central to helping students to consciously account for the multiple dimensions of professional decision-making. In Part II, Professor Alleva talked about what being a teacher of law has meant in her life and shared some personal thoughts prompted by her upcoming transitions. Part I In these times of resource constraints and curricular readjustments, it bears emphasis that we must not lose sight of the importance of teaching to the “whole person” that each student is and will become as a practitioner of the law.1. . . [Ultimately, this critical goal] is perhaps best facilitated by . . . putting [students] in realistic lawyering situations, either actual or simulated, so that they must not only think like lawyers, but also act like lawyers and feel like lawyers, and experience what it really means to connect the dots between legal doctrines, practical skills, and ethical values to solve client problems in a holistic fashion.2 So, in learning how to make comprehensive sense out of the client’s situation, it is vital that fledging lawyers bring to bear what Law Professor Anthony Kronman has called “a wisdom that lies beyond technique – a wisdom about human beings and their tangled affairs that anyone who wishes to provide real deliberative counsel must possess.”3 As Kronman suggests, it is one thing to have a technical grasp of the legal issues raised and quite another to be a lawyer who can discern and account for the human and social dimensions of the client’s problem which inevitably surround and color those technical legal questions.4 6 THE GAVEL Professor Alleva on the UND campus in Fall 2014. Enter here – the student as whole person. To best prepare students to make integrated professional judgments with wisdom beyond technique, we must find places across the three years of law school to engage them as whole persons – preferably, as part of an intentional and graduated sequence of touchstone learning opportunities exploring the synergistic nature of professional decision-making.5 We must provide safe learning spaces for “teaching from the inside out” – that is, for demonstrating to students the professional imperative of going inward to self-reflect and to deliberately draw upon not only their learning about legal rules, but the fullness of their life experiences, the fullness of who they are – using, as [Law] Professor [Curtis] Berger [has] so powerfully described, their heads and hearts, their intellectual and emotional perceptions, their legal and non-legal insights and instincts, in order to understand and solve legal problems holistically. . . . After all, we are humans who happen to be lawyers, not lawyers who happen to be human. Drawing from the depth and breadth of who we are grounds our advice in what we know about each other as fellow human beings – arguably, the wellspring of empathetic understanding and compassion. So, in engaging the whole of who students are, and helping them to bring wisdom beyond technique to legal problem-solving, we must expressly encourage them to keep in conscious touch with what