BLENDED PEDAGOGY AND REFLEXIVE LEARNING: RE‑IMAGINING THE LECTURE AND DISCUSSION METHODS IN LEGAL EDUCATION
AUTHOR – GOKULRAJ A, LL.M (CONSTITUTIONAL LAW AND ADMINISTRATIVE LAW), GOVERNMENT LAW COLLEGE, VELLORE, AFFILIATED WITH TAMIL NADU DR. AMBEDKAR LAW UNIVERSITY, TAMIL NADU.
BEST CITATION – GOKULRAJ A, BLENDED PEDAGOGY AND REFLEXIVE LEARNING: RE‑IMAGINING THE LECTURE AND DISCUSSION METHODS IN LEGAL EDUCATION, INDIAN JOURNAL OF LEGAL REVIEW (IJLR), 6 (8) OF 2026, PG. 253-261, APIS – 3920 – 0001 & ISSN – 2583-2344.
Abstract
“Education must begin with the solution of the teacher‑student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”
Paulo Freire[1]
Legal education has traditionally oscillated between the lecture method, which emphasizes structured doctrinal delivery, and the discussion method, which fosters dialogical engagement and critical reasoning. While each approach offers distinct pedagogical strengths, their exclusive use often results in either passive absorption of knowledge or fragmented debate lacking coherence. This article explores the concept of blended pedagogy as a means of integrating lectures and discussions to cultivate reflexive learning, a process through which students critically reconstruct legal knowledge within broader social and professional contexts.
Drawing on historical developments, comparative practices in leading law schools, and theoretical insights from educational thinkers, the study examines the suitability, scope, and impact of blended pedagogy in legal education. It highlights how this integrative model enhances doctrinal clarity, analytical skills, and adaptability, while also overlapping with and extending beyond the case study method. The article argues that blended pedagogy provides a more inclusive and transformative framework for legal teaching, capable of addressing contemporary challenges in professional training.
By re‑imagining lecture and discussion in tandem, the study proposes a reflexive model of legal education that balances precision with critical engagement, thereby preparing students for the complexities of modern legal practice.
Key words: Blended Pedagogy, Reflexive Learning, Legal Education, Lecture vs. Discussion, Case Method Evolution
[1] Paulo Freire, Pedagogy of the Oppressed, Continuum, New York, 1970, p. 72.