Abstract
This Article challenges the traditional curriculum and certain clinical assumptions about learning cycles and the proper role of theory and reflection by introducing a broad range of recent contextualist and experentialist cognitive research and theory largely unexplored in legal literature. The article proposes a pedagogy which requires placement in actual practice contexts engaging the authentic dilemmas of lawyering as the optimal way to learn. The ultimate legacy of these contextual experiences is not simply theory or reflective insight, but a rich repertoire of intuited patterns and practice exemplars which are the primary cognitive resources for future engagements.
How to Cite
36 Ariz. L. Rev. 287 (1994)
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