Examines the goals to which legal education should aspire with a view to developing clinical programs in the U.S. and Australia. (HS)

A recent study of law schools concerning clinical legal education is criticized for potential bias from limited survey response; pursuit of nonrespondents is recommended. A reply to these comments notes that the potential for bias was acknowledged in the study's report and that the information obtained is not necessarily useless. (MSE)

Review of the history of clinical education at Yale Law School focuses on the influence of practitioners versus scholars. Discusses evolution from practitioner-based apprenticeship approaches, to university-based legal education, to student attempts to inject a measure of realism into theoretical studies through work in local legal aid offices, to…

Reviews an experimental program in clinical legal education at N.Y.U. (HS)

Brooklyn Law School's Big Apple Clinic, in which law student interns represent New York City and its employees in civil litigation, provides a realistic setting for teaching about bias in the courts and the legal system generally, and for teaching students to explore methods for dealing with prejudiced behavior. (MSE)

The development of a legislative advocacy course, based on the view that a curriculum for introducing law students to policy making should consider important issues of professional responsibility in the interaction between legal political processes, is described. (MSE)

A semester course at the law school of the University of North Carolina offers a unique experiment in controlled clinical legal education. It combines a thorough survey and analysis of major legal and constitutional issues in criminal sentencing with a broad exposure to courts and correction agencies and opportunities for students to take part in…

Structural and functional characteristics of legal education define law learning in terms that determine, through the kind of professionals it trains, the strongest possibilities for societal use of law. (Author/KE)

Noting the limitations of clinical legal education when it focuses only on the learning of practical skills outside the classroom, the authors describe an experimental course in civil procedure designed to adapt clinical methods to the classroom by placing each student in the role of the lawyer in a specific case with class presentations and…

A method of teaching alternative dispute resolution (ADR) involves sending students to observe actual ADR sessions, by agreement with the agencies conducting them, and then analyzing the students' observations in focused discussions to improve student insight and understanding of the processes involved. (MSE)

Many law students believe theory and practice do not have much to do with one another, and are more interested in practice. The theory/practice (traditionalist/clinical) dichotomy is devisive and destructive, and the two sides are challenged to come to terms with it for the sake of the profession and society. (MSE)

It is argued that clinical legal education courses should be more than just exercises in skills acquisition for professional legal practice, but should also include a theoretical component encouraging critical examination of the activities of legal practice. This implies a recognition of the human and social character of law practice. (MSE)

A collection of reactions to and discussions of legal education are presented, which constitute a critique of the liberal arts orientation of law schools, and proposals are made for making law school more practitioner oriented. (JT)

During the 1973-74 school year 10 law students taught a course in criminal law and prisoners' rights to interested inmates at the Indiana Women's Prison. Experiences of the Prison Project are described and its feasibility as a clinical course with credit is suggested. (LBH)