•  34
    The paper argues that an etymological approach to teaching law can makes learning law 'fun' because this approach illuminates our approaches to understanding of law and opens up infinite ways to interrogate law. This generates novel questions and fresh positions, in contradistinction to a pedagogy, sacrificially, offering ‘answers’ which are then handed down to students as ‘things’ for them to memorise and repeat in their essays and examinations.
  •  117
    By reference to Newmanian principles and ethics of higher education the article seeks to argue that generation of knowledge and intellectual advances cannot be simply left to the whims of the violence market forces, student satisfaction surveys and metrics of completion rates. Rather, it is argued, that it involves a critical engagement in a political moment of recurring internal and external self-examination generating a critique of supervision as an original contribution to the body of human k…Read more
  •  7
    The paper sought to develop some techniques to enhance student experience of learning law by challenging the common perceptions of law, as a fixed set of enforceable rules, by using etymology to uncover the hidden meanings of law and its rules and allegories to draw out the sense of law.