I take a Pragmatist view of legal education, influenced by the work of John Dewey and others.  This is set out in detail in Transforming Legal Education.  As a summary, a draft copy of the final chapter of the book, Elective Affinities: Experience, Ethics, Technology, Collaboration, is available with permission of the publisher. I emphasise the centrality of experiential learning in legal education, and much of my work is an exploration of what that means for me as an educator and learner, and for other learners.  Below is a copy of a slide that gives a general account of my approach:

The four lozenges to the left are (very) brief summaries of what I believe the research from a number of jurisdictions globally is telling us about what needs to be improved in legal education.  The four corresponding texts are my attempts, to date, to explore my responses and those of other educators to the issues.  The four sets of issues and approaches are not fixed: they are fluid, in constant tension, often against each other, and nearly always over against prevailing forms of legal education.  As a counter-culture, they can be transformational in their effects on legal education.  The four sets of issues and approaches, though, do not represent anything as fixed as a general programme for reform --  that's rarely applicable to specific local circumstances.  If we are to take the lessons of situationists, phenomenographers and Pragmatists, we should perhaps advocate methods rather than plans, knowing that the outcomes will be different in almost every implementation.