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      Problem based learning and New Zealand legal education

      Mackinnon, Jacquelin
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      Mackinnon, J. (2006). Problem based learning and New Zealand legal education. Web Journal of Current Legal Issues, [2006](3).
      Permanent Research Commons link: https://hdl.handle.net/10289/550
      Abstract
      The literature (and e-literature) on Problem Based Learning in Law suggests that this approach has been adopted with enthusiasm by some lecturers in the United Kingdom, Europe and Hong Kong. This article will explore the adoption of PBL approaches through the literature in order to draw some conclusions about the nature of PBL approaches in law and their relationship with institutional approaches to legal education. Problem Based Learning approaches are not visible in New Zealand. The article discusses the reasons for PBL's invisibility and PBL's appropriateness in the New Zealand legal education context now and in the future of legal work. Part of the New Zealand context is the participation of the indigenous people in legal education and consideration is given to whether PBL can benefit Māori law students.

      It is suggested that PBL approaches to learning law promote:

      Contextualisation

      Interdisciplinarity

      Integration of prior personal and/or professional knowledge

      Collaboration

      Enquiry skills

      Reflection and transition

      Self directed learning and self assessment

      Praxis.

      Problem Based Learning requires and fosters reflexive participants, who are sufficiently conceptually literate to read and critique key aspects of the social order and to understand their own, and others' status and role in it. Reflexivity contributes to humanist as well as legal solutions to complex human problems. PBL approaches are consistent with legal education in an increasingly global employment market.
      Date
      2006-06-01
      Type
      Journal Article
      Rights
      The document is available online at the Web Journal of Current Legal Issues.
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