Cornerstones, Curb Cuts, and Legal Education Reform
Document Type
Law Review Article
Publication Date
1-2013
Keywords
educational psychology and metacognition
Abstract
This essay seeks to contribute to this dialogue by offering both theoretical and practical observations about legal education reform. This approach reflects the judgment that current efforts to improve legal education will only get so far unless underlying impediments to change that are often invisible become better understood. The essay provides legal educators with theoretical insights from the design, organizational behavior, education, and psychology literature in order to help that process along. Theoretical insights can be hard to apply in the abstract, however. The essay therefore also offers practical recommendations about both small and large actions that might be taken by faculty members, law schools, and national legal education organizations in order to facilitate needed change.
