Abstract
In legal education, then, law students get acclimated to being "dependent" learners rather than self-directed learners.62 Law professors like to be in "control" of the classroom, dictating what gets learned and how it is learned, resulting in a social context in which students feel very little encouragement toward or ability to engage in self-directed learning toward all the competencies beyond those involved in immediate course work. Larry Krieger's research finds a decline in well-being among law students and notes that the primary factor contributing to the decline in well-being is the lack of autonomy support within legal education's "social context."63 Similarly, Daisy Floyd has observed: 'The time demands of law school and the emphasis on analytical reasoning devalue self-awareness and prevent reflection. Yet, diese are essential skills for finding meaning and purpose in law practice [and in life]."64 [Roger C. Cramton], writing over tìiree decades ago, described me "ordinary religion" of die law school classroom as neglecting "humane aspects of personal development and experience, die emotional aspects of the professional relationship, and die development of capacities of imagination, empatiiy, self-awareness and sensitivity to otiiers," resulting in an "atomistic" and "competitive" environment that fosters 'feelings of isolation, suspicion and hostility . . . among students."65