One Approach to Teaching Maritime Law: The Admiralty Classroom as a Stage

The ancient philosopher Plutarch wrote, “[T]he mind is not a vessel that needs filling, but wood that needs igniting.” Concurring with this analogy, it is incumbent upon every teacher or professor to be proactive in examining and understanding the pedagogical principles they choose to embrace. Pedagogy is defined as "the art, science, or profession of teaching." Professor Taylor Simpson-Wood tends to gravitate toward "the art" aspect of the definition and to view her actions in the classroom as constituting a style of teaching performance, in which the hope is that it will light the minds of the students taking a particular doctrinal class. For each course taught, the endeavor is to create the role of "the law professor" who Stanislavski himself would have cast to star in the particular classroom drama which will run throughout the semester. The Professor creates the role of "teacher-self" in order to give their best performance as this exciting area of the law is brought to life for students. When referring to creating "a teacher-self," the suggestion is that every educator needs to create and master "a role to be played in the classroom-theater," not become an overly dramatic persona. Developing a teacher-self is what allows a law professor to excel at his or her chosen profession. It is the foundation for the frequent observation that someone "who may be shy, introverted, uninteresting outside the classroom is metamorphosed into an exciting, gripping personality once in it." The question may arise as to why a naturally talented professor, who is often brilliant in the classroom, needs to create a teacher-self. This is "one of those questions that can be answered only with other questions: Why does a civilized man need culture? Why does an intelligent child need an education?" A talented actor needs training and a method to rely on in order to be sure he will always give a good performance. Even if he is having an off night and does not feel that he will be able to give an inspired performance, the techniques he has mastered will allow him to play the part correctly, and he will not "flounder helplessly or be compelled to resort to cliches and bad theatrical habits." So too, a law professor needs a teacher-self to ensure that she will always be able to play her part correctly, resulting in a stimulating, if not always award winning, teaching performance. While he or she will certainly have a natural talent for teaching, it is imperative to respond to the classroom setting by using acting techniques to create a teacher-self. In building just the right character to play as your teacher-self, certain factors must be considered. Class format, the number of students enrolled, and the level of the students taking the course are of primary importance. However, the greatest influence in determining the appropriate teacher-self for a particular class is the subject matter of the course. Perhaps it is the lure or romance of the sea, which makes the study of Maritime Law so magical. From collisions to salvage operations, to the sinking of the Titanic or the Sultana, to the tragedy of the Exxon Valdez and the ongoing BP oil disaster, this area of the law is rife with plot, tension, tragedy, and action. Even maritime jurisdiction, marine insurance, and maritime liens fascinate with their historical and international backgrounds. So, despite Holmes' view that "[o]f course, the law is not the place for the artist or the poet," the rubric found most helpful in successfully teaching the Admiralty Seminar is to draw an analogy between the stage and the classroom, and the successful actor and the effective teacher.