Using critical pedagogy and legal design methodology to develop the traditional problem question

Abstract

ABSTRACT This article attempts to locate legal design methodology in the problem-based learning spectrum. In doing so it considers which taxonomy ought to be used to assess legal problem-based learning questions; it also ranks the two different forms of legal problem-based learning questions against Jonassen and Hung’s paradigm for good problem design. It concludes that by adopting a critical approach and minimising academic voice within the question we centre our students’ unique socio-cultural voice. In doing so we may produce more innovative solutions to legal problems.