Inclusive Socratic Teaching

Why Law Schools Need It and How to Achieve It
1. Auflage 2024
ISBN: 978-0-520-39072-0
Verlag: University of California Press

Buch, Englisch, 264 Seiten, Trade Paperback, Format (B × H): 153 mm x 228 mm, Gewicht: 376 g

For more than fifty years, scholars have documented and critiqued the marginalizing effects of the Socratic teaching techniques that dominate law school classrooms. In spite of this, law school budgets, staffing models, and course requirements still center Socratic classrooms as the curricular core of legal education. In this clear-eyed book, law professor Jamie R. Abrams catalogs both the harms of the Socratic method and the deteriorating well-being of modern law students and lawyers, concluding that there is nothing to lose and so much to gain by reimagining Socratic teaching. Recognizing that these traditional classrooms are still necessary sites to fortify and catalyze other innovations and values in legal education, Inclusive Socratic Teaching provides concrete tips and strategies to dismantle the autocratic power and inequality that so often characterize these classrooms. A galvanizing call to action, this hands-on guide equips educators and administrators with an inclusive teaching model that reframes the Socratic classroom around teaching techniques that are student centered, skills centered, client centered, and community centered.

Autoren/Hrsg.

Abrams, Jamie R.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Rechtswissenschaften Berufs- und Gebührenrecht freie Berufe Rechtsanwälte und Notare
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Enzyklopädien, Nachschlagewerke, Wörterbücher
• Rechtswissenschaften Recht, Rechtswissenschaft Allgemein

Inhaltsverzeichnis

Contents

Preface 
Acknowledgments 

Introduction: Legal Education’s Curricular Conformity 

PART I
1. Socratic Classrooms Dominate Legal Education’s Curricular Core 
2. Sustained Calls for Curricular Reforms 
3. Students Reveal That We Should Not Fear Curricular Change 
4. The Legal Profession Faces Symbiotic Struggles 

PART II 
5. The Imperative of Inclusive Socratic Classrooms 
6. Pivoting Away from Problematic Socratic Performances 
7. Identifying the Shared Values That Shape Socratic Classrooms 
8. Measuring Effective, Inclusive, and Equitable Socratic Classrooms 

Conclusion: Raising the Floor on Legal Education 

Appendix A: Essay Exam Assessment Criteria 
Appendix B: Additional Resources 
Notes 
Bibliography 
Index

Über Autor(innen)

Jamie R. Abrams is Professor of Law and Director of the Legal Rhetoric Program at American University Washington College of Law. She has won numerous awards for her legal education pedagogy innovations, which are reflected in her many published casebooks, skills books, and scholarly articles.