[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598695-105":59,"doc-detail-598695-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transcending-boundaries-in-legal-education-a-vehicle-for-teaching-students-to-think-critically","Transcending Boundaries in Legal Education - A Vehicle for Teaching Students to Think Critically","","Legal education has often been structured by boundaries such as taxonomy, doctrine, and jurisdictional geography, which can limit how students learn law and view the legal profession. This paper argues for shattering those established boundaries through a transsystemic McGill Law Program that integrates multiple legal traditions and alternative sites of law. The curriculum is designed to foster critical and flexible thinking, challenge assumptions, and prepare students to confront contemporary legal issues holistically with a critical perspective.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transcending-boundaries-in-legal-education-a-vehicle-for-teaching-students-to-think-critically/598695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transcending-boundaries-in-legal-education-a-vehicle-for-teaching-students-to-think-critically/598695.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central purpose of the paper?","Question",{"text":112,"@type":113},"To demonstrate the pedagogical benefits of shattering established boundaries in legal education and to explain how a transsystemic approach helps students think critically.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the McGill “transsystemic” law program differ from traditional legal education?",{"text":117,"@type":113},"It integrates multiple legal traditions and alternative sites of law within blended courses, avoiding jurisdictional and systemic silos and fostering dialogue across legal cultures.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the paper associate with the integrated curriculum?",{"text":121,"@type":113},"It aims to inculcate critical thinking by enabling students to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598695,1792434649,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","5  \nTranscending Boundaries in Legal Education: A Vehicle for Teaching Students to Think Critically  \nRosalie Jukier  \nMcGill University  \nLegal education has traditionally been defined by many boundaries. Characterized by taxonomic structures and doctrinal categories, legal education is, for the most part, still seen as inextricably linked to a particular political geography and state normativity. The purpose of this paper is to demonstrate the pedagogical benefits of shattering established boundaries in legal education. It will assess how teachingfrom multiple perspectivesin an integrated curriculum inculcates critical thinking skills in students, better enabling them to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers. Focusing on the ‘transsystemic’McGill Law Program, this paper will discuss the rewards of engaging students in an intellectually pluralistic and tradition-neutral legal curriculum, one that eschews silos and borders andfocuses on creating agile and creative minds in future jurists who will be able to confront contemporary legal issues holistically and with a critical perspective.  \nIntroduction  \nL aw is a discipline that has been traditionally taught  \nin a manner defined by many boundaries. The most obvious of such boundaries is related to jurisdiction or political geography. After all, at a very basic level, the law in force in a given jurisdiction (be it a country, state, province or municipality) is seen to be the one relevant and applicable to legal practice in that jurisdiction. The practice of law, in turn, is often referred to as amongst the most jurisdictionally restrictive of all professions in the sense that it is extremely difficult for lawyers educated and trained in one jurisdiction to move freely to practice law in others.  \nThis traditional paradigm for law as a profession  \nhas had a tremendous influence on legal education, asthe geographic boundaries that define law and the legal profession carry over into the academy. As a result, teaching the law in force in the particular jurisdiction in which a university is located is still the norm in most law schools, even those ranked amongst the best in the world. Moreover, it is still a prevalent view in many law schools that covering all relevant legal materials is a pedagogical problem. Professors often worry that there is not enough class time to teach all of the law in force in their own jurisdiction and therefore that they cannot afford to spend time teaching students the law in other jurisdictions. After all, it is argued, students will not be applying foreign law in the courts and in the law offices where they will  \npractice. Indeed, beyond the particular context of legal education, general concerns about engaging with, or importing, foreign law are sometimes expressed. Justice Scalia of the United States Supreme Court, for instance, has gone so far as to refer to foreign law as “meaningless”and “dangerous dicta”, stating that the highest Court in the U.S. “should not impose foreign moods, fads, or fashions on Americans”(Lawrence v. Texas, 2003, p. 598) .  \nIn 1999, the Faculty of Law at McGill University in Montréal, Quebec, Canada, moved away from this traditional conception of legal education as inextricably tied to a particular political geography or state normativity. Breaking the mold of legal nationalism in the classroom, McGill embarked on an ambitious and creative curricular innovation. Termed the ‘transsystemic’ law program, McGill’s curriculum adopted a pedagogical approach based on the integrated study of multiple legal traditions (in particular, but not exclusively, the two major western legal traditions of civil and common law) as well as alternative sites of law (such as aboriginal and religious conceptions of law, and interdisciplinary approaches to legal issues) within blended courses.  \nFrom a pragmatic standpoint, the result was the creation of a program in which","cbCaig2qXRCqFIjD","https://ap.wps.com/l/cbCaig2qXRCqFIjD","pdf",71937,"English","# Introduction\n## Overview of the Integrated Law Program","[{\"question\":\"What is the central purpose of the paper?\",\"answer\":\"To demonstrate the pedagogical benefits of shattering established boundaries in legal education and to explain how a transsystemic approach helps students think critically.\"},{\"question\":\"How does the McGill “transsystemic” law program differ from traditional legal education?\",\"answer\":\"It integrates multiple legal traditions and alternative sites of law within blended courses, avoiding jurisdictional and systemic silos and fostering dialogue across legal cultures.\"},{\"question\":\"What outcomes does the paper associate with the integrated curriculum?\",\"answer\":\"It aims to inculcate critical thinking by enabling students to question assumptions, uncover hidden assumptions, and graduate as independent and innovative legal thinkers.\"}]","Transcending Boundaries in Legal Education - A Vehicle for Teaching Students to Think Critically | PDF",1792087407,13]