Bond University
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Authors

Andrew Lynch

Abstract

The perception often exists that mooting is a rather specialist component of a student’s legal education, given that few students will be engaged in much advocacy work after graduation. Such views seem to ignore the many benefits which students derive from the exercise1 — even when they are determined not to enter into legal practice at the conclusion of their degree, let alone go to the Bar. As a learning task, mooting contains elements of various educational models which aim to improve the quality of student cognition. Specifically, the construction of knowledge through reflection upon its experiential application may be drawn out by appropriately designed mooting assessment. Through their heavy emphasis on process and method over outcome, moots also encourage students to refine their problem-solving skills.

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