ABSTRACT
Law-related education will probably be new to many readers of this volume. In this essay I describe the reasons for its emergence, outline its main characteristics and then examine a number of models by which to approach the development and implementation of law-related courses. Although some of these models will be familiar to teachers of related disciplines, I want to draw attention to a number which raise particular difficulties for teachers of law-related education. I will suggest, in particular, that the desire to encourage social bonding or law-abiding behaviour has led teachers unthinkingly to adopt strategies based on educationally unsound models.
