This article seeks to address some of the consequences of choosing to make the imparting of lawyering competency a primary objective of legal education and utilizing a clinical methodology to accomplish that objective. My basic argument is that more is entailed than simply the addition of a clinic. In effect, one is talking about "system design." Regardless of the scale of that system, the emergence of competency criteria has direct applicability to the design and grading of final examinations in conventional classroom courses. The larger the scale of a clinic within a school's curriculum, the more significant the consequences for the dominant pattern of legal education, the prevailing deployment of resources by law schools and the nature of quality control standards that the public interest requires in licensing the individual and the institution.
Edgar S. Cahn,
Clinical Legal Education from a Systems Perspective,
29 Clev. St. L. Rev.
available at http://engagedscholarship.csuohio.edu/clevstlrev/vol29/iss3/14