Using the Socratic method and case law to engage and develop non-law students (undergraduates, postgraduates, work-based apprentices and CPD delegates)

Carrie de Silva

ERES from European Real Estate Society (ERES)

Abstract: The paper seeks to consider the use of the stories behind cases and a Socratic teaching method to engage non-law students. Although often perceived as intimidating, and not a standard method of law teaching in the UK (which has never adopted the US tradition), the Socratic method can be seen to appeal to non-law students’ overarching desire for ‘relevance’. The author has taught law in an English university for over 20 years to real estate students on full time Bachelor’s and Master’s programmes, to degree apprenticeship students whose main interests lie in business and working life rather than theory and textbooks, and also CPD programmes for a range of professions, but largely in legal subjects for those in the real estate sector (valuers, land agents, estate agents and the like). The paper will explore the development and theory behind the Socratic method including the considerable criticisms and its fall from fashion in US law schools. It will explore (through reference to experience and to empirical research conducted with a range of students) perceptions of law, and will share practical ideas of how complex legal matters have been introduced through a contextual coverage of case law and the perceived value Socratic style classroom activity. The paper will have relevance to lecturers and trainers, and also to practitioners in evaluating their own approach to legal knowledge and understanding. The paper seeks to impart an appreciation of the transferable skills which legal education can help develop in property professionals including analysis, clarity of thought and higher level reading.

Keywords: CPD; Education; Law; non-law students (search for similar items in EconPapers)
JEL-codes: R3 (search for similar items in EconPapers)
Date: 2023-01-01
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Persistent link: https://EconPapers.repec.org/RePEc:arz:wpaper:eres2023_24

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