I would like to thank Rick and Michael for their recenting postings about the Ph.D. factor in considering credentials for teaching law. Ph.D.'s are nice things to have, and I am certain that they can and do contribute to some faculty members credentials. But are they a sine qua non? I am inclined to join Rick and Michael in their views. Law teachers, when all is said, are asked to teach law. And to teach law well, the teacher must desire to grow personally in wisdom about the world, human nature, and beyond. The roles of philosophy, history, economics, political theory, etc., etc., etc. are helpful in this regard. Of course, those who teach in the field of patent and intellectual property law might also benefit from academic work in technical disciplines or performing arts or literature. This is not an exhaustive list, but I think the point is clear: law teachers can enhance their views and perspectives by being exposed to other academic fields. But there is nothing to stop them from this in their work even with a humble J.D.-- or B.Phil., or LL.M., or J.S.D., or B.C.L., or M.Div., or S.T.L....
What is needed is the law professor's desire for wisdom so that he or she can learn more and understand better. A Ph.D. can help, but is it essential to the task? I do not believe that it is.
A wise person may or may not have a Ph.D. But there have been many wise people who have not had the opportunity to pursue a Ph.D. That did not stop them from seeking wisdom and knowledge and understanding. A wise person probably knows that he or she needs to learn something more, and this individual does not let the absence of three letters of the alphabet stop them from this pursuit. Michael mentioned one illustration. I would like to mention one other: Fredrick Copleston.
Fr. Copleston was an English Jesuit who died a few years ago. He is well known in the academy as the author of the multi-volume History of Philosophy. He took a BA/MA from Oxford, and his honors level was of the second class (I do not recall if it was an upper or lower second). He was quite capable of meeting and debating in diverse academic settings. One of his more famous debates was with Bertrand Russell. He was also one of the wisest people I had ever met. He showed me that even though he was considered famous by many in the academic community, he still had a lot to learn. Fr. Copleston would regularly come to Campion Hall, the Jesuit Hall at Oxford University. He was always interested in hearing what the young priests and scholastics were doing and thinking. He absorbed what he heard, and he learned from what he absorbed. One day, one of the other English Jesuits, who happened to take a first class honors degree, mentioned in the dining room: "Oh, look, there's poor old Freddy. Only took a second, you know!" It was clear to us gathered within hearing range that this other Jesuit was reminding us in his peculiar fashion that he considered himself more intelligent than Fr. Copleston. Well, this did not stop one of my English confreres from reminding the priest who took a first: "Yes, Father, that is true. But look at what Fr. Copleston did with his Second! While we are at, could I ask you what you did with your First?" End of conversation.
A law teacher who wishes to be good at the craft can be like Fr. Copleston. The absence of a particular degree or level of honors need not arrest the search for wisdom and the desire to convey in lucid fashion what has been learned so that others may also learn and grow wise.
Now, if I can only find out from where Thomas More, Benjamin Cardozo, Thomas Jefferson, and John Marshall, just to mention a few other names, received their Ph.D's...
RJA sj