Civil Procedure | Legal Education
The thesis is that Civil Procedure teachers should give more attention to the subject's landmark cases. Law teachers' common sense and cognitive scientists' schema theory lend support to that thesis. The pedagogic implications of that thesis call for an enriched case method, the essence of which is teaching a slightly smaller number of cases and pausing on the key ones, thoroughly examining them in a rich context. The optimal sources of that context are written case studies, assigned as intermittent supplementation.
Clermont, Kevin M., "Teaching Civil Procedure Through its Top Ten Cases, Plus or Minus Two" (2003). Cornell Law Faculty Publications. Paper 218.
Published in: Saint Louis University Law Journal, vol. 47, no. 1 (Winter 2003).