Teaching jurisprudence in a ‘Technology-Enabled’ classroom: An experiment with experiential learning

Many law students approach the study of jurisprudence with fear and trepidation. From the very first page of assigned reading, the subject of legal theory appears to be shrouded with an almost impenetrable thicket of philosophical and technical jargon. It is little wonder then that some students postpone their encounter with the subject until the very final stages of their law curriculum, in an attempt to defer the “agony” of grappling with this most challenging of subjects. This presentation seeks to demonstrate that studying legal theory does not need to be a painful experience, and that the way in jurisprudence is taught in the classroom can have a significant impact on how students perceive the subject. Through examples and case studies, the presentation explores the effectiveness of “technology-enhanced” pedagogical techniques designed to enliven the teaching of jurisprudence in the university classroom, and to alleviate the pain that many students associate with the subject. By drawing upon feedback received from students on the use of experiential learning initiatives in the teaching of jurisprudence, the presentation will offer some preliminary thoughts on the teaching methods, tools and techniques that appear to have generated some degree of success in making legal theory exciting and enriching, and in transforming each student’s jurisprudential journey into a meaningful and stimulating experience.