Taking the case – and the teacher’s dilemma

TAKING THE CASE – AND THE TEACHER’S DILEMMA

Recently my colleague Gary Weaver posted an article by Carol Dunham on case-taking. The article was wise, learned, extensive and – let’s face it – somewhat wordy. Extremely wordy.  So on an initial reading, the brilliance of the actual comments regarding case-taking becomes dulled, presented within an analytical and theoretical context which is either familiar from the Organon, or Dunham’s own form of analysis which is not a matter of consensual self-evident fact.