Legal Writing Institute Biennial Conference
Research for over 50 years on the experience of students and teachers supports the use of therapeutic principles to promote a classroom space that fosters cooperation, interaction, diversity, and responsibility. By understanding communication, social interactions, and cognition principles, teachers teach more effectively and students learn more easily. The converse is true, however. Poor communication, assumptions, lack of mindfulness, or fixed mindsets all lead to lack of motivation, poor teaching, and poor learning. Unlike school teachers, most law professors do not have any training with these psychological principles. Thus, legal teaching can be rigid, competitive, harsh, and ill-suited to students facing an increasingly complex and painful world.
Lauren E. Sancken, Mireille Butler, and Phil Lentz, Using Therapeutic Principles in the Legal Writing Classroom (2022), https://digitalcommons.law.uw.edu/faculty-presentations/1