Book Review: Legal Education Simulation in Theory and Practice. Edited by Caroline Strevens, Richard Grimes & Edward Phillips

Published date01 January 2016
Date01 January 2016
DOIhttp://doi.org/10.1177/2322005815613573
Subject MatterBook Reviews
Book Reviews 127
Although legal translation issues have been extensively addressed over the last two decades,1
transferring concepts and terms into other legal systems has not been a salient feature. The book is
a valuable contribution as it focuses on how language has been powerful and active in conveying
social experiences and shaping the reality of legal translation both in theory and in practice. The book
focuses on the theories and practices that are structured to address the ‘Third Space’, where legal
translation could accommodate both the source and target languages. The contributors reflect their
common understanding but are constrained by their cultural reality. It indeed makes for a mitigating
solution invoking both traditional and modern approaches for turning theories into practices.
Amit Ghosh
Research Assistant, West Bengal National University of Juridical Sciences, India
Legal Education Simulation in Theory and Practice. Edited by Caroline Strevens, Richard Grimes &
Edward Phillips, Ashgate Publishing Limited, England, 2014, 279 Pp., 70 Euro, ISBN: 9781472412591.
DOI: 10.1177/2322005815613573
This book2 can be regarded as one of the most signicant efforts to develop simulation as an important
pedagogy of teaching law. It brings a huge collection of materials on simulation and contributes to the
development of learning and teaching in legal education.
Simulation is described as ‘tasks, exercise and assignments in which students are presented with real
or realistic scenarios’.3 In simulation, progress is generally predetermined through prescribed actions
of students or the guidance of the tutor. Most importantly, simulation, as a form of experiential and
problem-based learning, enables students to integrate the ‘classroom’ experience with the real-world
experiences they will encounter in their professional lives. The introduction by Richard Grimes sets
forward these initial ideas on simulation, legal education and developing professionalism.
The book, through its 12 chapters, has demonstrated how simulation can be constructed and developed
for a classroom-based environment on different topics of law. Paul Maharg and Emma Nicol have
reviewed the literature on simulation and technology in legal education in the first chapter. They tried
to show that there is ‘significant co-relation between the use of educational technology and student
engagement’.4 They have construed simulation as any heuristic that involved the simulation of any
aspect of legal theory or practice within a legal education context and for an educational purpose.
They defined legal education widely as being tertiary education or beyond and involving any legal
matter. They defined technology as incorporating the practice and/or discussion of any form of digital
technology used in the design, implementation, assessment or analysis of simulation, and essential to
the functioning of simulation.
Caroline Strevens and Roger Welch, in Chapter 2, examined the general value of embedding simula-
tion into the student experience and provided reflection on the use of an online transactional assessment
in the area of employment law. They contended that simulation enables students to experience law as
1 See Wagner & J.C Gemar eds, Decision-Making in Legal Translation, Interpretation and Speech Act-Legal Semiotic Cultural
Mediation Technique, 27(4) I
nt
l
J.
for
the
S
emiotics
of
L
aw
(2014).
2
legal education simulation in theory and Practice
(Caroline Strevens, Richard Grimes & Edward Phillips eds, England:
Ashgate Publishing Limited, 2014).
3 Richard Grimes, id. at 1.
4 Paul Maharg and Emma Nicol, supra note 1, at 17.

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