Abstract
This article looks at how we design and deliver legal education, why we do so in the ways that we do and whether there may be more effective ways of doing so. So far as the latter is concerned a range of models are set out that provide a template for more interactive and inclusive ways of learning and teaching.
The emphasis throughout this contribution is on the need for a theoretical framework based on educational ‘best practice’ and the importance of locating what we do and how we do it in the context of the contemporary law school.
The article argues that careful consideration must be given to not only the need for and significance of change but also the logistical and other concerns in implementing and delivering this, including the coverage of the curriculum and the assessment of student work.
The conclusions reached suggest that a reasoned and structured road map addressing, critically but constructively, the need for further developing our understanding and practice of pedagogy for lawyers may help to produce a legal education system, nationally and internationally, that is better fit for present and future times.
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