Abstract
Law is a business. Education is a public good. Legal education must teach law students that the business of law is to promote the public good. Students are knowledge consumers. Law is one of several interconnecting social systems. Law study must focus on the multidisciplinary nature of law practice. The doctrinal Socratic Method pedagogy is inadequate in its present form. It fails to integrate theory with practice skills in accurate context. Good public service requires understanding how to use law to improve life. Traditional pedagogy instructs on meaning only peripherally, subordinating knowledge of purpose and action to theory. Students need instruction that more directly focuses on teaching problem-solving skills so students understand better how theory blends with action. Meanwhile, neoliberalism locates its subjects in a competitive market. Law study programs must take their consumers as they find them, transform thinking by developing skills of knowing and being, and promote competent practice skills by training using simulation. Successful reform of legal education requires integrating theory with practice skills and public good values, combining community-engaged critical service-learning with a foundational doctrinal base, adding context to experience and thereby broadening and deepening knowledge and understanding of law system functionality. This describes a meaningful and effective law study reform. Keywords: Socratic Method, critical service-learning, interdisciplinarity, legal education reform, multidisciplinary teaching, professionalism, case method