The Qualified Lawyers Transfer Scheme: The Objective Structured Clinical Examination (OSCE) 2014–2022

Abstract

To what extent should law teachers be permitted to advance controversial ethical, moral or political views as part of the LLB curriculum? This short paper grapples with that question by defending the ethical permissibility of such behaviour subject to the important proviso that it does not cause students “pedagogical harm”. In reaching this conclusion, three alternative views are considered and dismissed, each of which seeks either to eliminate value inculcation entirely or to restrict its scope to the moral-political values currently immanent within established law. The approach taken is argumentative, drawing upon analytical philosophy, with each contested and