Foreword
This article poses an unjust case problem and proceeds to demonstrate how case problems often do not give students a chance to question unjust, immoral or outdated laws. By asking students to merely spot and apply the law, the typical case problem silences a student’s dissenting views and prevents s...
| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
Bond University
2017-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6106 |
| _version_ | 1827312674334048256 |
|---|---|
| author | Kate Galloway |
| author_facet | Kate Galloway |
| author_sort | Kate Galloway |
| collection | DOAJ |
| description | This article poses an unjust case problem and proceeds to demonstrate how case problems often do not give students a chance to question unjust, immoral or outdated laws. By asking students to merely spot and apply the law, the typical case problem silences a student’s dissenting views and prevents students from questioning the impact of the law they learn on their society. Instead, students are trained to perceive the law as a static science built on the internal logic of precedent without any extrinsic justification. |
| first_indexed | 2024-04-24T21:47:09Z |
| format | Article |
| id | doaj.art-b1b6cdc69b3d489381bf82f41d128f59 |
| institution | Directory Open Access Journal |
| issn | 1033-2839 1839-3713 |
| language | English |
| last_indexed | 2024-04-24T21:47:09Z |
| publishDate | 2017-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj.art-b1b6cdc69b3d489381bf82f41d128f592024-03-20T22:12:48ZengBond UniversityLegal Education Review1033-28391839-37132017-01-01271ForewordKate GallowayThis article poses an unjust case problem and proceeds to demonstrate how case problems often do not give students a chance to question unjust, immoral or outdated laws. By asking students to merely spot and apply the law, the typical case problem silences a student’s dissenting views and prevents students from questioning the impact of the law they learn on their society. Instead, students are trained to perceive the law as a static science built on the internal logic of precedent without any extrinsic justification.https://doi.org/10.53300/001c.6106 |
| spellingShingle | Kate Galloway Foreword Legal Education Review |
| title | Foreword |
| title_full | Foreword |
| title_fullStr | Foreword |
| title_full_unstemmed | Foreword |
| title_short | Foreword |
| title_sort | foreword |
| url | https://doi.org/10.53300/001c.6106 |
| work_keys_str_mv | AT kategalloway foreword |