Abstract

The perennial discourse on reforming legal education centres on curriculum and structural adjustments, yet neglects the critical aspect of classroom teaching methods. Italian law faculties, in particular, suffer from inertial repetition of outdated teaching methods. Exams, a fundamental aspect of education, often lack thoughtful design, perpetuating stagnation. The prevailing institutional culture prioritizes scholarly publications over teaching prowess, fostering a disconnect between educators and their primary role. The article discusses the critical link between exams and classroom teaching, emphasizing the need for a thoughtful approach to exam design rooted in course objectives. It outlines six educational objectives, stressing the importance of diverse teaching methodologies to achieve them. The article critiques the traditional Italian classroom format for its passive learning approach. It concludes with a (disenchanted) call for reform in legal education, advocating for a shift towards comprehensive exams and a broader acknowledgment of teaching objectives beyond doctrinal knowledge.