Book Review: Mooting manual
The perception often exists that mooting is a rather specialist component of a student’s legal education, given that few students will be engaged in much advocacy work after graduation. Such views seem to ignore the many benefits which students derive from the exercise1 — even when they are determin...
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|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Bond University
1997-01-01
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| Series: | Legal Education Review |
| Online Access: | https://doi.org/10.53300/001c.6085 |
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| _version_ | 1850210820481351680 |
|---|---|
| author | Andrew Lynch |
| author_facet | Andrew Lynch |
| author_sort | Andrew Lynch |
| collection | DOAJ |
| description | The perception often exists that mooting is a rather specialist component of a student’s legal education, given that few students will be engaged in much advocacy work after graduation. Such views seem to ignore the many benefits which students derive from the exercise1 — even when they are determined not to enter into legal practice at the conclusion of their degree, let alone go to the Bar. As a learning task, mooting contains elements of various educational models which aim to improve the quality of student cognition. Specifically, the construction of knowledge through reflection upon its experiential application may be drawn out by appropriately designed mooting assessment. Through their heavy emphasis on process and method over outcome, moots also encourage students to refine their problem-solving skills. |
| format | Article |
| id | doaj-art-aed6c05b6a514b4e8dd5adec65242a65 |
| institution | OA Journals |
| issn | 1033-2839 1839-3713 |
| language | English |
| publishDate | 1997-01-01 |
| publisher | Bond University |
| record_format | Article |
| series | Legal Education Review |
| spelling | doaj-art-aed6c05b6a514b4e8dd5adec65242a652025-08-20T02:09:41ZengBond UniversityLegal Education Review1033-28391839-37131997-01-018210.53300/001c.6085Book Review: Mooting manualAndrew LynchThe perception often exists that mooting is a rather specialist component of a student’s legal education, given that few students will be engaged in much advocacy work after graduation. Such views seem to ignore the many benefits which students derive from the exercise1 — even when they are determined not to enter into legal practice at the conclusion of their degree, let alone go to the Bar. As a learning task, mooting contains elements of various educational models which aim to improve the quality of student cognition. Specifically, the construction of knowledge through reflection upon its experiential application may be drawn out by appropriately designed mooting assessment. Through their heavy emphasis on process and method over outcome, moots also encourage students to refine their problem-solving skills.https://doi.org/10.53300/001c.6085 |
| spellingShingle | Andrew Lynch Book Review: Mooting manual Legal Education Review |
| title | Book Review: Mooting manual |
| title_full | Book Review: Mooting manual |
| title_fullStr | Book Review: Mooting manual |
| title_full_unstemmed | Book Review: Mooting manual |
| title_short | Book Review: Mooting manual |
| title_sort | book review mooting manual |
| url | https://doi.org/10.53300/001c.6085 |
| work_keys_str_mv | AT andrewlynch bookreviewmootingmanual |