THINK LIKE A (WHOLE) LAWYER
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itation. One simple technique is to allow students to explore their assump-
tions through their own medium whether it be dance, music, art, etc.
Employing these techniques may feel foreign in the law school class-
room. Yet they can be incorporated with relative ease. For instance, as
mentioned above, journaling can create an individual experience. Students
may be encouraged to add magazine cutouts or their own drawings to add
creativity to their journals. These elements add additional expressions of
who they are and what motivates them. Tapping into music, art, dance,
etc. can resonate with students in a way that dialogue alone cannot. Often
these expressions encapsulate their deepest values and beliefs.
VIII. Awareness of Context
An essential element that requires constant attention is being aware of
context. This encompasses two primary areas: (1) considering what is go-
ing on in the students’ life, and (2) considering outside influences from the
classroom and society at large. In other words, facilitators must have an
understanding on what is going on in a student’s life, what else is going on
in the classroom, and what role society at large plays to fully understand
the transformation a student is experiencing.
Law students experience disorienting dilemmas throughout their legal
education. Whether it be in the research and writing courses, clinics and
internships, pro bono work, or professional development programs, law
students are challenged outside of their comfort zones and disoriented
throughout their law school experience. The first year, especially, can act
as a disorienting dilemma. As mentioned above, Mezirow identifies a dis-
orienting dilemma as the first phase of transformative learning. As law stu-
dents are trained to “think like a lawyer,” some students encounter an un-
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