Abstract
<p>This short essay focuses on “units,” or stages of group process, part of my shared experience in law teaching and in adult education at St. Mark’s Church, Capitol Hill, Washington, DC. The article explores the context of the functional education program of church teaching and its common elements with clinical law teaching. In my own experience, the unit structure from church teaching translates well into the structure of clinical legal education.</p>
Highlights
I have been a law teacher for 25 years this year, most of them in in-house, live-client clinics
The article explores the context of the functional education program of church teaching and its common elements with clinical law teaching
I am repeatedly drawn to the synergy between my experiences in clinical teaching in law and my long-time work as a teacher in the adult education program of my church, St
Summary
I have been a law teacher for 25 years this year, most of them in in-house, live-client clinics. That model comes from a structure known as functional education, set out more fully below Both clinic and the adult church classes share a common commitment to learning life lessons through experience, and in both contexts we make extensive use of roleplays, simulation and other experiential devices to put us into situations in which tough choices are made, followed by reflection and learning from that experience. A typical role-play toward the end of the course involves two role-players, prepared by their groups, one playing a dying grandmother, covered in blankets and unable to speak, who is visited by a grand-son or daughter who must do all the talking in their brief meeting These powerful role-plays open the class to discussion of their values, what matters, and how they might use a framework of religious faith to resolve the issues. Mark’s Christian Education Program, http://www.stmarks. net/christian_ed/functional_education/intro.html(last visited on April 7, 2010)
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