Theories and Methods of Clinical Legal Education -Challenge and Promise of Korean Clinical Legal Education-

The clinical legal education based on lawyering experience began in 1890s criticizing case methods and grew out of the progressive reform movement of the 1960s and 1970s. Law schools expanded their in-house clinic, which responded to students desire to learn how to use law as an instrument of social change and serve the poor. Since 1990s the clinical legal education has adapted to the digital age or global era as collaborating other professions and cooperating local communities. Besides in-house clinics, there are externship programs and simulation courses. Among three different branches of clinical legal education in the United States, the standard clinical model is in-house clinic which focuses on legal education. The clinical legal education movement concerned with the question What is it that lawyers do? has suggested some new theories about the role of the lawyer and the practice of law. Most theories of what lawyers do may be divided into two categories-micro theories, which focus on the role and behaviors of the individual lawyer, and macro theories, which focus on the lawyers interaction with the legal system, and the impact of lawyers on the larger world. Gary Below, the theoretical father of clinical education, made contributions to developing theories of the good lawyer. His work combined the methods of learning with the substance of what they were teaching and illustrated how theory and practice can be integrated. Clinical education offers law students methods learning from experience, inter-disciplinary learning, critical reflection and responsibility. Students learn their role as a lawyer in the legal system as..