ABSTRACT
Legal education is rife with challenges of how to teach law and legal problem-solving to encourage both the protection and the development of society. This chapter addresses the work that can be done directly by legal academics within their institutions. It addresses the current learning environment and future considerations in the context of institutional change and subversive teaching. The use of the word ‘reasoned’ emphasises that the choice must be justified, supported by evidence, and consistent with the critical analysis. Graduates must be able to explain the basis for adopting a particular point of view. In Australia, the most prevalent method of obtaining entrance into the legal profession is through a law degree followed by completion of a sanctioned PLT course, which earns those graduates a Graduate Diploma of Legal Practice. Legal academics might bridge subject matters with a set of questions that are topical or driven by the weekly substantive materials.
