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Abstract

The answer to Ed's question is that by applying bivalent or crisp thinking Catherine has reached an apparently unresolvable paradox. By contrast, by applying fuzzy thinking, Ed has found a real-life answer to this longstanding problem. Fuzzy logic thereby has bridged a gap and permitted a waltz that would not otherwise have been possible. On that basis alone, fuzzy logic deserves a careful examination. This article analyzes whether the "fuzzy thinking" paradigm has potential benefits for our clinical teaching and for improved performance of lawyering tasks by ourselves and by our students. It reviews the development of "fuzzy thinking" and considers both the philosophical tradition from which it springs and the tradition to which it is a reaction. The article then identifies a number of lawyering tasks in which "fuzzy thinking" can improve performance. The article concludes by urging that clinicians incorporate this paradigm in our teaching to improve the lawyering skills of our students.

Publication Title

Clinical Law Review

Volume

4

Issue

1

First Page

163

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