Abstract
ABSTRACT With growing global scholarship on clinical education, a theory in the field of legal pedagogy is emerging. Such a theory identifies clinical concepts, defines clinical education’s roots, goals, nature, values, content, significance, methods, design, planning, procedures, management, assessment, locus in curricula, critiques, challenges and relevance to various legal systems and theories. A theory for clinical education shapes up the entire notion of clinical pedagogy, makes it more plausible and accessible to diverse local situations. This article claims that there is an emerging theory in the field of legal pedagogy, springing from multiple theories, and placing them under one umbrella that can be called ‘clinicalism’. Clinicalism stems from one’s own clinical practice, comparative models, socio-legal studies, anthropology, philosophy, logic, political and legal theories. Clinicalism may also refer to the process of comprehending clinical practices attributable to existing theories; or to the methodology of theorisation by using tools of social sciences.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
