The Future of Education

The Socratic method has been, and still is, used extensively in legal education. However, many have criticised the Socratic method as being intimidating for students and not in step with modern legal education (Muneer et al 2021:90). Problem-based learning is seen as being student-centred and can engage the students on a meaningful level as they grapple with authentic problems within their field of study. It is argued that these approaches are both critical and fundamental in legal education and that they share some common ground. The goal of the Socratic method is “to develop legal analysis skills, including analogical reasoning and critical thinking skills; all of which are transferrable to different situations and factual scenarios”  (Van der Sandt 2021:6). This is done through inquiry, engagement and aims to foster reflective, critical thinking. In this process jurists are also called upon to be problem solvers using these skills to offer solutions for authentic real-life situations, which is exactly what problem-based learning strives to do (Trullas et al 2021:2). Problem-based learning presents the students with an ill-structured problem. They are then often expected, in smaller groups, to identify and brainstorm ideas and discuss and identify key learning objectives, do some research on these and distribute this information among themselves (Trullas et al 2021:2). Facilitators are then used to guide the students to ensure they don’t lose sight of these learning objectives. The Socratic method can be used as a bridge in this process as the facilitator can be involved in the internalisation process which will assist in leading to deeper learning (Garry 2010:18). A measured, yet creative teaching approach will ensure that these two approaches are both utilised in order to forge a strong and effective approach to legal education. This conceptual paper suggests guidelines for the integration of the Socratic method and problem-based learning in legal education.