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This article poses an unjust case problem and proceeds to demonstrate how case problems often do not give students a chance to question unjust, immoral or outdated laws. By asking students to merely spot and apply the law, the typical case problem silences a student’s dissenting views and prevents students from questioning the impact of the law they learn on their society. Instead, students are trained to perceive the law as a static science built on the internal logic of precedent without any extrinsic justification.