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Abstract

In the clinical literature, one of the most oft-quoted of non-lawyers has been Donald A. Schon, a professor at MIT's School of Architecture and Planning who did a highly original investigation into how professionals of all kinds think and educate. In this journal and in others and even overseas, he has been cited almost routinely. Most of these are passing references, although sometimes a significant part of an article's direction appears to have been influenced by Schön's thinking. So many law school teachers have been Schön fans for so long that for the 1992 annual meeting of the Association of American Law Schools, he was invited to speak on building pedagogical bridges between theory and practice. Schön died in September 1997 at the age of 66. Now that his life's work is over, it is possible to step back and assay, as a whole, the insights that have caused so many of us to read, quote, and cite him. I will explain the background of Schön's work (Part I of this article); summarize his key insights (Part II); and suggest how we might build on his work (Part III).

Publication Title

Clinical Law Review

Volume

6

Issue

2

First Page

401

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