From interpretive imagination to contingency in law: an argument for moving beyond text

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter explores one approach to situating the potential contribution of beyond-textual resources within legal education. It is suggested that such resources might enrich legal education by providing opportunities to engage in acts of interpretation in a format that highlights creativity. This is based upon experience of moving beyond text in the project’s practical workshop. Exercises that emphasised the necessary investment of one’s imagination in interpretation resonated with law and legal education. The use of beyond-textual resources is thereby considered as a means of encouraging learners to view the investment of imagination as a legitimate interaction with law. It is suggested that this can in turn support students to understand a foundational idea that is central to their grasp of the discipline – that law is essentially characterised by ‘contingency.’ It is argued that this approach to considering the value of moving beyond text points towards a practicable way of justifying the inclusion of beyond-textual resources within the legal curriculum.
Original languageEnglish
Title of host publicationThe Arts and the Legal Academy
Subtitle of host publicationBeyond Text in Legal Education
EditorsZenon Bankowski, Maksymilian Del Mar, Paul Maharg
Place of PublicationFarnham
Pages87-100
Number of pages14
Publication statusPublished - Dec 2012

Publication series

NameEmerging Legal Learning
PublisherAshgate

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Keywords

  • legal education
  • beyond-textual resources
  • legal curriculum

Cite this

Webster, E. (2012). From interpretive imagination to contingency in law: an argument for moving beyond text . In Z. Bankowski, M. Del Mar, & P. Maharg (Eds.), The Arts and the Legal Academy : Beyond Text in Legal Education (pp. 87-100). (Emerging Legal Learning). Farnham.