Abstract
Case method teaching was first introduced into American higher education in 1870 by Christopher C. Langdell (1826-1906) of Harvard Law School (HLS), where it became closely associated with—and emblematic of—a set of academic meritocratic reforms. Though regnant today, “the ultimate triumph of [Langdell's] system was not apparent” for many years. The vast majority of students, alumni, and law professors initially derided it as an “abomination,” and for two decades case method and the associated reforms were largely confined to Harvard. During the subsequent twenty-five years between 1890 and 1915, a national controversy ensued as to whether case method teaching—and the concomitant meritocratic reforms—would predominate in legal education and, ultimately, professional education in the United States.
Publisher
Cambridge University Press (CUP)
Reference199 articles.
1. See, for example, Cox George Clarke , "The Case Method in the Study and Teaching of Ethics," Journal of Philosophy, Psychology, and Scientific Methods 10 (Summer 1913): 337-347
2. Overstreet Henry A. , "Professor Cox's 'Case Method' in Ethics," Journal of Philosophy, Psychology, and Scientific Methods 10 (Fall 1913): 464-6
3. Powell Thomas Reed , "The Study of Moral Judgments by the Case Method," Journal of Philosophy, Psychology, and Scientific Methods 10 (Fall 1913): 484-94
4. Cox George Clarke , "The Case Method in Ethics and Its Critics," Journal of Philosophy, Psychology, and Scientific Methods 11 (Winter 1914): 16-23.
5. Author's interview with former Harvard Business School Assistant Dean John C. Baker, (19-20 October 1995) Essex Falls, New Jersey.
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