The Socratic Method Myth

Ed. Note: This summer, Ms. JD solicited law school myths from law students across the country.  Many students discussed the Socratic method, most agreeing that it isn’t as bad as the myths indicate.

Aileen McGill, University of Pennsylvania Law School, writes:

Before law school, I was certain the Socratic method had two functions: intimidation and embarrassment.  Every student, I thought, would be looking at me to misstate a case holding, and the professor would eagerly await a misstep to inform me of my intellectual inferiority. Thus, the first time I heard, “Ms. McGill!” shouted from the front of the classroom—in a tone that only law school professors and angry parents can verbalize—I was beyond terrified.  A girl I barely knew sitting next to me recognized my unease, and subtly turned her notebook towards me to help out.  I was able to answer the question without her notes and, after a calm discussion about the case, the professor complimented me on my preparedness and my comprehension of a difficult concept.

Law school "bashed" my love of learning. Does it have to be this way?

I am taking an amazing class at law school, the first one that I remember being truly excited to go to. It’s called Biblical Law, my first small seminar at law school, and the first class that has reminded me of the thrill of my undergraduate institution. The other classes I’ve taken--the first year curriculum and then a few other “highly recommended” courses, are done via large lectures with the other students either furiously typing away or playing solitaire on their computers--don’t stimulate me. I am diligent and hard-working, do the assigned reading, listen to the professor as much as one can listen to another person talking at me for 50 minutes straight, but in truth, I am bored. Law school doesn’t stimulate me like my undergraduate courses did. I don’t know what I thought law school was going to be when I made the decision to attend. I was in for a rude awakening...