Chrysler’s extended Super Bowl ad for its 200 sedan is making waves in the American auto business, for “bringing back the pride” in America’s automakers and the city that hosts them. But, as with most things Detroitean, there’s a cruel irony lurking just below the veneer of pride reborn. ...
FLAC, The Free Legal Aid Clinic of Detroit, an experiential opportunity available to WSU Law students, was easily the most rewarding element of law school in Detroit ... for me ... I wager a significant percentage of WSU Law Students to this day feel the same ...
The problem with traditional experiential learning in law schools is that historically it's treated as an afterthought, at best, in the eyes and budgets and curricular mania of most law school administrations ...
Contrast the [sh]MED school student experience ... Their experiential learning goes on and on, Graduating from MD school meant going off to work in a residency or internship or fellowship ... More practical opportunities to learn how to effectively play doctor ... "Becoming" ... as it were. It was something that was part of the deal for the med profession whereas graduating law students have always simply been jettisoned into the reality maelstrom .... take a bar ... start paying loans.
Here's an article that extols the many virtues of experiential learning in law school. It's part of the CLINICAL RESEARCH INSTITUTE (sponsored by New York Law School - Vol. 7, No. 3: Apr 20, 2010):
Maranville, Deborah A., Infusing Passion and Context into the Traditional Curriculum Through Experiential Learning (September 1, 2008). Journal of Legal Education, Vol. 51, No. 1, March 2001; NYLS Clinical Research Institute Paper No. 09/10 #17. Available at SSRN: http://ssrn.com/abstract=1269072
This article argues that infusing experiential education into the traditional law school curriculum can improve law students' learning. Experiential learning can help feed students' souls by nourishing the passions and values that directed them toward law school, provide context for doctrinal learning that will both engage students and help them learn more effectively and assist in providing two-way feedback and assessment for what students are actually learning in the classroom. These effects can help avoid the decline in engagement so typical of the second and third year law student experience. The article provides concrete examples and suggestions for how and when to incorporate experiential learning.
20 years ago (or so) a friend and i would travel about detroit visiting notorious houses ... Often the blocks looked something like the housing stock included in this photo montage ... sometimes better, sometimes worse ... i've got pictures ...
Back then the Demolished by Neglect Movement [See, Jerry Heron, Afterculture: Detroit and the Humiliation of History] was rocking! [Detroit Journal; Foie Gras and Vivaldi on Woodward By ISABEL WILKERSON, New York Times, October 6, 1987]
