Susan A. McMahon (Arizona State; Google Scholar), What We Educate When We Educate Authorized Evaluation, 107 Minn. L. Rev. 2511 (2023): 

Authorized evaluation pedagogy successfully teaches college students the rule-based and analogical reasoning expertise which might be obligatory for a profitable profession. However making this the one pedagogy imposes prices that legislation colleges usually fail to acknowledge. College students are armed to function throughout the world as it’s, however have little expertise imagining a brand new world and little follow in easy methods to deliver it into being.

Surrounding the standard authorized evaluation pedagogy with coaching in each disruption and creation accomplishes two targets: First, this strategy disrupts college students’ sense that legislation is impartial and “often OK.” 

They see as an alternative that guidelines and analogies relaxation on worth judgments that, if made outdoors of the authorized enviornment, could be extremely debatable. Second, college students achieve follow in envisioning new guidelines and arguing for his or her adoption. They construct the artistic reasoning muscle that’s the hallmark of change brokers and expert legal professionals alike.

Each of those strategies are obligatory. With out disruption, college students will proceed to really feel the numbing impact of authorized discourse and can have a tough time imagining how issues may very well be totally different. With out creation, college students might even see that change is critical however don’t have any means to deliver it about. By supplementing our educating with these strategies, we legislation lecturers can attempt to assist college students repair what’s flawed with the world, as an alternative of pretending that nothing is flawed in any respect.

https://taxprof.typepad.com/taxprof_blog/2023/07/what-we-teach-when-we-teach-legal-analysis.html