Abstract
Legal education has long relied on traditional teaching methods, such as the Socratic, case-dialogue and lecture methods, which prioritize individualism and competition over collaboration. While these methods have historically shaped legal pedagogy, they no longer adequately prepare students for the evolving demands of legal practice. This Article examines the impact of traditional teaching methods on the changing demographic of law students and offers collaborative learning as a potential solution. Specifically, this Article argues that incorporating collaborative learning and fostering a sense of community in legal education are essential for developing well-rounded, practice-ready attorneys. Through an analysis of the legal education’s historical framework, critiques from the American Bar Association, and contemporary research on learning methodologies, this Article highlights how collaborative learning enhances critical thinking, strengthens analytical reasoning, and promotes inclusivity. Finally, this Article concludes by advocating for a balanced integration of traditional and collaborative approaches, ensuring law schools fulfill their mission of preparing students not only to pass the bar examination but also to excel as competent and ethical legal professionals.
Recommended Citation
Erica L. Kravchenko,
It Takes a Village: Why Developing Community and Implementing Collaborative Teaching Methods in the Legal Classroom Fosters True Inclusivity, Activates Active Learning, and Promotes the Attainment of True Knowledge-Creating Students Who Are Better Prepared for the Practice of Law,
74 Clev. St. L. Rev.
89
(2025)
available at https://engagedscholarship.csuohio.edu/clevstlrev/vol74/iss1/6