ABSTRACT
This chapter seeks to address the largely undiscovered territory signalled by the words 'Beyond Text in Legal Education'. It offers a critical perspective on innovative teaching and learning in the professions. The chapter attempts to demonstrate that the success of education as a cultural practice rests on a capacity to improvise and to embrace contingency rather than to innovate in the restricted sense of bringing something new into the higher education arena. It concerns written texts that have sentences as the base units of analysis, for it is these that predominate in legal education. The chapter explores the epistemological and ontological consequences of operating within text in professional education. Professional education favours the more certain and seductively blank-canvas character of occupant knowledge. The chapter explores the notions of wayfaring and travelling, sketch and plan, inhabitant and occupant knowledge in order to illuminate the authors practice in their respective fields.
