Reimagining Contract Law Pedagogy examines why existing contract teaching pedagogy has remained in place for so long and argues for an overhaul of the way it is taught. With contributions from a range of jurisdictions and types of university, it provides a survey of contract law courses across the common law world, reviewing current practice and expressing concern that the emphasis the current approach places on some features of contract doctrine fails to reflect reality.
The book engages with the major criticism of the standard contract course, which is that it is too narrow and rarely engages with ordinary life, or at least ordinary contracts, and argues that students are left without vital knowledge. This collection is designed to be a platform for sharing innovative teaching experiences, with the aim of building a new approach that addresses such issues.
This book will have international appeal and will be of interest to academics, researchers and postgraduates in the fields of law and education. It will also appeal to teachers of contract law, as well as governmental and legal profession policymakers.
BRIAN H BIX
This series consists of high-quality monographs that explore best practice in the teaching of all areas of law, whilst addressing wider questions about legal education more generally. With contributions from respected academics around the world, this series explores innovative thinking and practice within the context of a generally conservative branch of academia, with the aim of promoting discussion as to how best to teach the various aspects of the law degree and ensure the ongoing validity of the law degree as a whole. Individual books within the series will focus on specific areas of law and will discuss questions such as: could there be more variety in teaching methods and curriculum design? What is the role for more practical courses? Should students be offered law degrees with specialisations, or with an emphasis on the role of law in society?
The books in this series will be of great interest to academics, researchers and postgraduates in the fields of law and education, as well as teachers of law who may be interested in reviving curricula and need a prompt in that direction. In addition, the legal profession, and in particular those who regulate entry into the profession, will find much to interest them within the series.