ABSTRACT
The high-technology society in the United States has evolved to the point at which virtually every significant personal, corporate, or governmental act critically intersects with both law and technology. The need for professionals competent in both engineering or science and law is growing much faster than the existing educational system is preparing them. The professional associations of science, engineering, and law have recognized the educational need. Physical science develops what it terms reality, which the engineer takes as given without directly establishing or observing it personally. The physical laws are used in the design of bridges, locomotives, chemical plants, automobiles, and communications equipment. The similarities between science-technology and legal enterprises are probably greater than their differences. In areas of learning that are essentially nonmathematical—that is, everything but science, engineering, and quantitative analysis—education concentrates on acquisition of a broad range of tools and perspectives for solving problems.
