THINK LIKE A (WHOLE) LAWYER
perceptions. Facilitators act as models of how inquisitive questioning can
be used to assess client assumptions.
In addition to the presumptions that students bring to the experience,
consideration must be given to the kind of individual or group experiences
the facilitator wishes to create in order to foster transformative learning.
Law school facilitators can utilize value-laden course content and intense
experiential learning activities to create the proper atmosphere. Discus-
sions about how the law relates to, and how students feel about home-
lessness, race, poverty, spirituality, death, wellness, abortion, and political
expression can all provoke critical reflection, and so facilitate transformative
Creating an environment that encourages an individual transformative
experience is relatively easy. Aside from Professor Meek’s negotiation role-
play example provided above, additional formats suggested for law schools
include creating an individual experience through storytelling, journaling,
metaphors, learning contracts, group projects, case studies or literature
V. Critical Reflection
Law students must have the understanding, skills, and disposition to be-
come critically reflective of one’s own assumptions and to engage effec-
tively in discourse to validate one’s beliefs through the experiences of oth-
13 Edward W. Taylor,
Fostering Transformative Learning
(Jack Mezirow & Edward W. Taylor eds., 2009).
14 See Sunny Cooper,