Resumen : |
This article develops two interrelated arguments. Generally legal education literature focusses either on pedagogy or substantive content. I argue that the teaching methodology and curricular issues can not be separated because how we teach and what we teach mutually reinforce the often unarticulated view of legal knowledge. Secondly, I argue for all legal education to incorporate interdisciplinary analysis of law in order to change the very fundamentals of legal knowledge. In the first section, a brief history of legal education provides the context for my argument. The second section deals with the rationales and details of the design of the family law unit I teach. |