Inclusive Socratic Teaching

Why Law Schools Need It and How to Achieve It

Jamie R. Abrams

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Hardback

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English

University of California Press
04 June 2024

Higher & further education, tertiary education; Legal profession: general

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 student-centered, skills-centered, client-centered, and community-centered teaching techniques.

By: Jamie R. Abrams
Imprint: University of California Press
Country of Publication: United States
Dimensions: Height: 229mm, Width: 152mm, Spine: 20mm
Weight: 544g
ISBN: 9780520390713
ISBN 10: 0520390717
Pages: 264
Publication Date: 04 June 2024
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

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

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.