In addition to teaching students to develop and improve their analytical and writing skills, clinical pedagogy includes the following objectives: a) The integration of the clinic into the law school: Some notable authors have stated that there is a risk that the clinic will become an isolated outpost of the law school and not be included in its main activities. In order to avoid distracting students from the rest of their legal education, it is important to establish clear links between substantive law degree programs and work at the clinic. For example, problems that arise at the clinic can be re-examined in other legal classes, research can be done on them, and even measures can be recommended. A wide range of teacher participation is desirable. However, there is no one-size-fits-all solution to the problem of integration. a) Practical approach: It involves a different approach to learning the law: it includes experiential learning or “learning by doing”. [3] The extent of the customer`s problem is determined and solutions are given. This creates trust among students because their success is determined by their own efforts and not by external factors. It is knowledge translation. There are ways to apply knowledge, but it also goes beyond that and requires reflection and self-examination. This gives students the opportunity to explain why they are taking certain actions, and they are able to discuss and rethink their actions.
[4] Students can deal in detail with legal and social issues. (d) The dangers of the public service: The idea of providing free legal advice is attractive, but problems may arise if the objective of the public service takes precedence over that of sound and comprehensive legal education. Although directly supervised by their clinical professor, students are generally expected to take the lead in developing the lawyer-client relationship, litigation strategy, fact-finding, legal research, pleadings, pleadings and motions, and all litigation work. As a result, students are expected to deal with their records and other clinical issues on a daily basis: at least to review and respond to messages, emails, and developments of new or surprising cases. Clinical legal education is more than a way to study the legal profession and the legal profession. Clinical legal education should be designed and implemented; This will allow law students to gain a deeper and more meaningful understanding of the law. Clinical legal education is a teaching method that combines theoretical concepts and real legal practice. Its purpose is to help students learn from their own experience and their reflection on that experience. Clinical legal education is essential for the student community to develop professional skills and the practical application of the law.
It provides the experience and exposure to handle cases independently and under their own responsibility. CLE emphasizes social, moral and ethical values to make a promising advocate by motivating students and creating a sense of responsibility to serve the community. Clinical and legal education is a teaching method in which students learn substantive law and practice in the context of real or simulated problems or cases. The purpose of live client clinics such as educational advocacy, immigration, mediation and tort clinics is to enable students to develop the skills necessary to become lawyers at the highest level: critical thinking, commitment to excellent practice and service, an understanding of the strengths and weaknesses of legal systems and professional rules, and a balance between trust and humility. (e) Relations with the local legal profession Some may be concerned that a legal clinic that offers free legal work may disrupt the law school`s relationship with the local legal profession. “A learning environment where students identify, explore and apply knowledge in an environment that at least partially reproduces the world in which it is practiced. This almost inevitably means that the object or content of clinical legal training and the clinical method from legal doctrine can be separated; Subjects to be taught in a course or clinical program may be presented in traditional courses, and the clinical teaching method may be used in courses outside of the usual “clinical” fields. [5] 2.