Academic Learning in Law
Show Less

Academic Learning in Law

Theoretical Positions, Teaching Experiments and Learning Experiences

Edited by Bart van Klink and Ubaldus de Vries

This timely book calls for a critical re-evaluation of university legal education, with the particular aim of strengthening its academic nature. It emphasizes lecturers’ responsibility to challenge the assumptions students have about law, and the importance of putting law in a theoretical and social context that allows for critical reflection and sceptical detachment. In addition, the book reports upon teaching experiences and innovations, offering tools for teachers to strengthen the academic nature of legal education.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 16: Conclusions: concrete proposals for change: 14 theses


Hopefully, the reader of this book will be inspired by the previous chapters to experiment in his or her teaching with some of the ideas discussed and the theoretical viewpoints presented in the first part. Teachers may be tempted to revise the perspective taken in a course, devise new interactive methods or reflect on their own teaching philosophy. For that purpose, each contributor has drafted a concrete proposal in the form of a thesis that might serve as a stepping-stone for actual change in the educational system in general or learning methods in particular. The theses listed below follow the order of the contributions. Instead of looking for the ‘right answer’, academic legal education should focus more on raising the right questions. Scientific inquiry always starts with a question. If it is a good question, it opens up a whole new field of research which may lead to innovative and interesting answers. However, every answer in science has a provisional character, and can and will be challenged by further research. That makes the quest for knowledge endless. In legal education, however, there is a tendency to present knowledge as a fixed and indisputable set of descriptive statements about the law – the legal doctrine – which the student is expected to learn by heart and to reproduce at the exam. Skeptical legal education questions this doctrinal approach.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.