Directed Questions a Non-Socratic Dialogue about Non-Socratic Teaching

59 Pages Posted: 17 Sep 2021

See all articles by Kris Franklin

Kris Franklin

New York Law School

Rory D. Bahadur

Washburn University - School of Law

Date Written: August 16, 2021

Abstract

Legal pedagogy can change for the better.

Despite frequent criticism of Socratic and case-method teaching, the core teaching in most foundational law classes has been remarkably stagnant. But in a time of turmoil and reexamination of the traditions we have all inherited, there is also opportunity for meaningful adaptation to the modern era. This Article introduces Directed Questions methodology as an alternative to the traditional teaching models currently operating in most law schools. Directed reading pedagogy allows legal educators to seamlessly transition to a modern and effective pedagogy incorporating best practices which recognizes that fostering inclusion and the success of diverse students is mandatory in post-Langdellian legal education. The Article takes the form of an extended discourse between two experienced legal educators, and in that way simultaneously explains and partially exemplifies the Directed Questions learning method.

Suggested Citation

Franklin, Kris and Bahadur, Rory D., Directed Questions a Non-Socratic Dialogue about Non-Socratic Teaching (August 16, 2021). University of Detroit Mercy Law Review, Vol. 99, No. 1, 2021, NYLS Legal Studies Research Paper No. 3906154, Available at SSRN: https://ssrn.com/abstract=3906154 or http://dx.doi.org/10.2139/ssrn.3906154

Kris Franklin

New York Law School ( email )

185 West Broadway
New York, NY 10013
United States

Rory D. Bahadur (Contact Author)

Washburn University - School of Law ( email )

1700 College Avenue
Topeka, KS 66621
United States

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