[칼럼]  My Story 5 - ● From a Successful CEO to a Challenging Journey Toward Law School

(NewsKorea=Seoul) Digital News Team = My Story 5 - ● From a Successful CEO to a Challenging Journey Toward Law School

Once again, I found myself at a crossroads. I am not a fatalist; I believe that destiny can be overcome. I am the master of my life, the creator of my own journey. Would I remain content as a successful CEO, a writer of best-selling college English textbooks, and a prominent university English instructor? Or would I continue my studies? Without much deliberation over what decision might challenge fate, I embarked on a new voyage toward law school in the U.S., just as I had once departed for Stony Brook University.

While I had sought to understand humanity through political science, I aspired to delve deeper and more specifically into human nature through the study of law—and further explore the workings of nations, societies, and the world. My choice to pursue law school was not born solely out of courage and confidence. Whether one lives to sixty or eighty, life is a constant evolution. Shouldn’t we strive for a better tomorrow and a brighter future beyond today? This hope, paired with a sense of unease about settling for less, drove me toward law school.

Law school is, by any measure, an incredibly challenging path to undertake. Though I had resolved to take on the challenge again, the journey of studying was anything but easy. While preparing for the LSAT, a type of logic-based exam, I often considered giving up. It felt as though I would be completely drained before even starting law school. Ultimately, I successfully completed the LSAT and was admitted to Syracuse University Law School in the United States. Beginning my law school journey in 1997, in my mid-30s, I felt like being back in the grueling boot camp at Nonsan Military Training Center of Korea, locked in an unending battle with myself.

American law schools operate on a Socratic teaching method, much like what was depicted in the TV program "The Paper Chase", which aired over four decades ago. This method involves a constant exchange of questions and answers between professors and students, or among students, to arrive at insights on a given topic.

The day begins at dawn with preparations for class, and the moment you step into the lecture hall, a fierce battle ensues. Professors, much like the infamous Professor Kingsfield in "The Paper Chase", bombard students with questions, testing the limits of their legal knowledge. After class, students head straight to the library to complete assignments and prepare for the next day’s lectures. There is no room for hobbies, leisure, or even a brief respite with a cup of coffee. While there are no supervisors or strict regulations, every student lives each day with intense focus and discipline.

During my first year, my physical limits were frequently tested. After pulling all-nighters to complete assignments, I often spent the following day in a daze, much like a chick basking in spring sunlight. Despite my efforts, the more I studied, the more I realized how much I didn’t know. I was constantly unsure if I was studying effectively and anxious about whether I was making enough progress. On some occasions, I had no clue how to answer exam questions even on the day of the test. It was overwhelming.

My desk was perpetually piled with books to read for the next day’s classes. Professors assigned seemingly insurmountable workloads. Students formed study groups to better prepare for the relentless questioning from professors, but achieving perfect readiness was a pipe dream. At best, being 60% prepared felt like a success. All one could hope for was not to be called on, yet the questions would inevitably come.

A typical session involved a student being asked to summarize a case, followed by deeper questions from the professor. As one question was answered, another, more complex one would follow, continuing for ten or twenty rounds. This rigorous method thoroughly trains students.

The case-based approach in U.S. law schools contrasts sharply with the theoretical focus of German-style legal education. Students learn challenging legal concepts through practical application, enabling them to start practicing law immediately upon graduation. Classes revolve around analyzing judicial precedents. One student might summarize the key points of a case, another would explain the relevant legal statutes and principles, and the professor would continually pose questions.

Even I was not exempt from this demanding system. During my first criminal law class, I was called upon to answer a question. The moment my name was called, my mind went blank. As I sat frozen, all eyes in the classroom turned toward me. Regaining my composure, I asked the professor to repeat the question. Though I had spent hours preparing the night before, nerves got the better of me, and my answer barely scraped a C grade. It was a wave of anxiety unlike any I had ever experienced.

First-year law students face not only the pressures of this teaching method but also the harsh reality of their grades. Most students entering law school were top performers during their undergraduate years. At Syracuse Law School, many classmates had graduated at the top of their class. However, the first year’s grades humbled everyone. Out of 250 students, half earned a GPA of C+. Even the top student didn’t achieve an A average; instead, the best GPA was a B+.

Receiving my first grades was a humbling experience. Legal Writing was particularly grueling. Without a solid grasp of legal concepts, crafting arguments from a legal perspective was nearly impossible. Even American students, who were relatively well-trained in writing, struggled with this course. It required identifying the legal crux of an issue and structuring arguments accordingly—skills many first-year students lacked.

Some students, unable to reconcile their pride with their grades, decided to leave. A friend who had graduated as a valedictorian quit after receiving a B in Criminal Law. Similarly, a classmate declared that law wasn’t her calling and left before her first-semester grades were even finalized.

First-year law school is a process of complete deconstruction. It forces students to confront their weaknesses and ignorance, which is essential for becoming truly strong. Only those who have experienced failure can achieve victory. Recognizing one’s limitations is crucial for personal and professional growth.

American law schools, with their clear goal of training lawyers, are unparalleled in their combination of theoretical and practical legal education. They do not prepare students directly for the bar exam; instead, students spend two months intensively studying for it after graduation. Law school is not about passing an exam but about equipping students with the skills needed to succeed as attorneys.

The rigorous training of U.S. law schools produces lawyers who play vital roles not only in the legal field but also in shaping society. Many U.S. presidents, senators, congressmen, senior federal officials, and Fortune 500 CEOs come from legal backgrounds, reflecting the broader impact of legal education on American society.

In my first year, I struggled with self-doubt and frustration. However, by the end of that year, I began to find the study of law deeply fascinating and rewarding. Had I given up during the tough times, I would never have experienced the joy of discovery and growth.

In my second year, I transferred to Marquette University Law School in Wisconsin to focus on Alternative Dispute Resolution (ADR). Located in Milwaukee, Marquette University is a prestigious Jesuit institution with a 140-year history. Unlike my time in New York, where I had focused solely on studying, I found a sense of peace and balance in Milwaukee.

Though I was less hard on myself than before, I graduated with an A- average in my final semester and received the Excellence for the Future Award in ADR from CALI. This achievement was a testament to my perseverance and growth. Through my studies in political science and law, I gained a broader perspective on humanity and the world, as well as the tools to continue exploring both.

Studying these disciplines doesn’t grant a perfect understanding of humanity or the world. However, they sharpen the mind and expand the scope of one’s thinking—a foundation that has proven invaluable in my life.

☆ Author:  Atty Jeong-kee Kim ☆

● Education
- Bachelor of Arts in Political Science, Summa Cum Laude, State University of New York at Stony Brook
-  Doctor of Jurisprudence, Marquette University Law School
- Senior Executive Program, John F. Kennedy School of Government, Harvard University
- Research Scholar in North Korean Studies, Peking University

● Experience
- Consul General of the Republic of Korea in Shanghai
- Commissioner General for the Korean Pavilion at the 2010 Shanghai Expo
- CEO, Asia-Pacific Local Government Network for Economic and Social Development (CityNet)
- Secretary General, World Smart Sustainable Cities Organization(WeGO)
- Law Clerk, Milwaukee Circuit Court, USA
- Senior Attorney-at-Law, Dr & Aju LLC
- Distinguished Visiting Professor, World Economy Research Institute, Nanjing University
- Research Professor, Institute of Oriental Studies, Peking University
- Distinguished Professor, Graduate School of Political Science, Kookmin University
- Chair Professor, Graduate School of Business, Dongguk University
- First President of Soongsil Cyber University

● Publications
- Georo English Studies Series for College Students [10 volumes] (Georo Publishing)
- I Challenge the Possibility of One Percent (Chosun Ilbo)
- The Art of Negotiation (Cheongnyonneongsin Publishing)
- Korea and the World (Chekmidum Publishing)