Philosophy in action through clinical legal pedagogy

Traditional university education promoted a separation between theory and practice. This divide, which is particularly prominent in the teaching of law, together with the dominance of the doctrinal approach in legal education, risks giving students the impression that the study and practice of law is mainly concerned with rules and principles. This thesis commentary seeks to challenge this approach by arguing that philosophy can inform both legal education and professional legal practice. It will be demonstrated that philosophy can play a role in developing students' ability to engage in reflective practice, expand legal ethics beyond the codes of professional conduct, and promote feelings such as compassion and empathy. In other words, a holistic approach, underpinned by philosophical theories, can allow educators to address the aims of legal education. It will also be argued that Clinical Legal Education (CLE) is an optimal methodology for teaching philosophy in action.