As well as the groups mentioned above, scenarios are used extensively by scientists, policy makers, NGOs and
commentators as a common framework through which they can
discuss climate change, exchange
ideas and communicate with each other effectively.
Like the three reports
discussed above, and, in fact, drawing heavily on those reports, the curricular change literature generally takes the position that the case - dialogue method of pedagogy does not sufficiently prepare law students to become practicing lawyers.74 While students learn basic case analysis skills through this method, they are usually not explicitly taught how to integrate those skills into a larger set of lawyering skills, in particular those identified as fundamental in the MacCrate Report.75 Further, while reading and analyzing cases, the focus of most law school classes, are important lawyering skills, they represent only a small portion of what lawyers actually do.76 Consequently, these
commentators advocate for teaching legal skills as they are used in their real - world context, not merely as abstract
ideas, and for integrating theoretical analysis and practical skills.77
Other
commentators discuss why such service would be a good
idea, and at least as a method of substitutional service, better than putting a legal notice in a newspaper.