ABSTRACT
This chapter briefly reviews educational theory pertaining to experiential learning. It discusses the contact points between experiential learning and legal education under the civil and common law traditions. The chapter views on why there is room for convergence between civil and common law educational methods around experiential learning, namely because the value of experiential learning is not linked to content. The recognition of the value of learning through observation and practical application is nothing new. There is a myriad of local initiatives which seek to introduce some experiential learning in the law curriculum. A crucial step in making the case for experiential learning in civil legal education is, therefore, to adduce evidence that concepts, distinctions and systems can be taught experientially. In addition, one might think that advances in educational theory have had an effect with the knowledge, skills and values dimensions of learning being seen more holistically and the application of these educational objectives now recognised for their worth.
