This article explores the design of a law curriculum in any jurisdiction which might more closely achieve the range of outcomes expected of study (and therefore also legal study) in higher education. It is an argument calling for the integration of varied learning experiences across and within the years that students spend studying law. This article recognises the place for more traditional modes of learning and teaching directed at knowledge and understanding of legal principles and legal analysis (domain knowledge) while calling for the integration of inquiry-based and other experiential learning approaches. This integration should take place within more traditionally taught areas of the curriculum, recognising the role that inquiry-based and experiential learning approaches might play. The author also advocates a core thread throughout the curriculum where inquiry-based and experiential learning approaches are emphasised.
|Number of pages||38|
|Journal||Journal of International and Comparative Law|
|Publication status||Published - 13 Jun 2018|