Abstract
In this article I argue that the common topology, which divides "clinical" courses into simulation courses, "live"client clinics, and "externships," has become more misleading than helpful, masking both differences within categories and similarities among them. In order to take the next steps in transforming the law school curriculum we should abandon this typology and focus instead on three primary achievements of "clinical" methodologies: - generating passion in our students, - providing context for their learning, - teaching lawyering skills.
Publication Title
Clinical Law Review
Volume
7
Issue
1
First Page
123
Recommended Citation
Deborah Maranville,
Passion, Context, and Lawyering Skills: Choosing Among Simulated and Real Clinical Experiences,
7
Clinical L. Rev
123
(2000).
Available at:
https://gretchen.law.nyu.edu/clr/vol7/iss1/5