Abstract
ABSTRACT While the capacity to solve ill-structured, messy problems has always been essential for lawyers, its importance and centrality are growing. On one hand, technology and alternative legal service providers are encroaching on much of the other work that was once considered to be at the core of legal professional practice. At the same time, ill-structured problems are proliferating as a result of the novel legal questions posed by new technologies and a renewed sense of urgency to address the access to justice gap as well as broader systemic inequality. To prepare law students for this kind of professional practice, law schools should teach students how to engage in a process I call “unstructuring” in which they seek a richer understanding of the details and context of an apparently well-defined problem in order to discover ways to see it in a new light.
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