Affect and Legal Education: Emotion in Learning and Teaching the Law
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The document discusses the significance of emotions in legal education, emphasizing the affective domain's role in learning and teaching law. It explores various types of emotions, including primary, social, and background emotions, and their impact on students' learning experiences and writing practices. Furthermore, it highlights the need for institutions to address emotional aspects of learning and create supportive environments that foster engagement and critical thinking.
Affect and Legal Education: Emotion in Learning and Teaching the Law
- 1. Affect and Legal Education: Emotion in Learning and Teaching the Law Professor Paul Maharg Caroline Maughan
- 2. One definition (Price 1998): ‘ it involves the study of emotions: how they are expressed, how they are learned, how they arise, how they are experienced consciously and unconsciously, how they influence and are influenced by behaviour, how they relate to intelligence, language, reason and morality.’ what is the ‘affective domain’?
- 3. ‘ all experience is framed in terms of our perceptions of it, and regardless of the context, our perceptions of experience are primarily characterised in terms of our emotional responses.’ (Goldfayl 2005/6) how important is emotion to law teaching & learning?
- 5. Dekker, S. (2007) Just Culture. Balancing Safety and Accountability Ashgate Publishing
- 6. Damasio’s Tree Damasio constructs a hierarchy, based on instinctive responses and ‘progressing through’ to what we call feelings. It takes the following form: Innate, automatic survival supporting devices Pain and pleasure behaviors (sic) Drives and motivations Emotions proper (Damasio, 2003) ©www.phineasgagegroup.org Immune responses Basic reflexes Metabolic regulation Pain and pleasure behaviors Drives and motivations Emotions proper
- 7. kinds of emotions - proper Emotions-proper begin to differentiate with greater complexity into other emotional categories. According to Damasio, these are: Social emotions Primary emotions Background emotions Social emotions Primary emotions Background emotions ©www.phineasgagegroup.org
- 8. background emotions These emotions, as the label suggests, are emotions that we are not consciously aware of, except that they may contribute to a ‘mood’ we experience. ‘ I imagine background emotions as the largely unpredictable result of several concurrent regulatory processes engaged within the vast playground that our organisms resemble.’ Damasio (2003, p.44) ‘ The ever-changing result of this cauldron of interactions is our ‘state of being’, good, bad or somewhere in between. When asked “how we feel,” we consult this “state of being” and answer accordingly.’ Ibid. (p.44) Background emotions ©www.phineasgagegroup.org
- 9. primary emotions These are the emotions which tend to come to mind when we typically discuss emotion. They include: fear, anger, disgust, surprise, sadness and happiness. These emotions, and the stimuli that cause them are clearly identifiable across cultures and even across species. Primary emotions ©www.phineasgagegroup.org
- 10. social emotions These include: sympathy, embarrassment, shame, guilt, pride, jealousy, envy, gratitude, admiration, indignation and contempt. We can often observe the nesting principle in social emotions. Damasio give the example of contempt. Here, the expression of the emotion will usually be accompanied by the facial expression used principally to signify ‘disgust’. Social emotions ©www.phineasgagegroup.org
- 11. Phineas Gage group, c.2000-2004: interest in behavioural & neurosciences within legal education (Hugh Brayne, Chris Maguire, Maughans (Carol & Mike), Julian Webb Maharg – social learning, Rogerian core concepts in legal education Announced in 2006, LILI Conference ‘ Poster plenary’, ALT, Amsterdam 2009 brief history of Affect
- 17. 1. Why Study Emotion? Caroline Maughan 2. Learning and the Brain – An Overview Richard Roche 3. Enhancing Self-Control: Insights from Neuroscience Lorraine Boran and David Part I: Affect, Legal Education and Neuroscience
- 18. 4. Can Litigators Let Go? The Role of Practitioner-supervisors in Clinical Legal Education Programmes Sara Chandler 5. Instead of a Career: Work, Art and Love in University Law Schools Anthony Bradney 6. What do Academics Think and Feel about Quality? Chris Maguire Part II: Affect and Legal Educators
- 19. 7. From Socrates to Damasio, from Langdell to Kandel: The Role of Emotion in Modern Legal Education Alan M. Lerner 8. Legal Understanding and the Affective Imagination Maksymilian Del Mar 9. What Students Care About and Why We Should Care Graham Ferris and Rebecca Huxley-Binns 10. The Body in (E)motion: Thinking through Embodiment in Legal Education Julian Webb 11. Developing Professional Character – Trust, Values and Learning Karen Barton and Fiona Westwood 12. Addressing Emotions in Preparing Ethical Lawyers Nigel Duncan 13. Space, Absence, Silence: The Intimate Dimensions of Legal Learning Paul Maharg Part III: Affect and Learning
- 20. Students are more aware than staff of the gaps and silences surrounding learning objects, particularly the absence of the affective domain. The effects of this: Space is not necessarily absence – has always been part of university study; but the quality of space and silence is critical, and not given enough consideration. Students need to learn to read & write disciplinary texts – texts that both constrain and liberate. They need to negotiate the suppression of voice in HE (West, 1996). Belenky et al. (1986) have traced the fragmenting results of privileging rationalistic understandings over more affective and experiential knowledge. 13. Space, Absence, Silence: The Intimate Dimensions of Legal Learning
- 21. Form: essay 1, feedback in conference, essay 2. Conference focused initially on writing structure Based upon the work of Scardamalia and Bereiter (1986: 797–8) Procedural facilitation, not substantive facilitation, was emphasised in the conference The argumentational models students structured and the writing heuristics they experimented with in one unassessed essay were then used in a subsequent assessed essay in the module It became clear after the first few conferences, and on studying the transcripts, that it was difficult for students to discuss the structure of their writing without discussing the social and performative aspects of it, within the context of their own experience of text production. case study 1: affective sociolinguistics and student writing
- 22. Interviewer: … do you think … you’re unsure about your writing? Ian: I don’t think – not too much. I suppose there is maybe a possibility that I just don’t want to be cornered – I don’t want when I’m writing the essay to put it as if – I don’t want to be cornered, to look as if I haven’t got a clue what I’m talking about. So you try and cover as much ground as you can, if you know what I mean, so that you don’t, you aren’t totally wrong rather than following one chain of thought and then ‘Oh that’s completely wrong’. If you try and make it a little bit more broader then you’ve got a better chance of not being wrong. But it’s maybe just a habit I’ve got into trying to do that because I think in a lot of the exams I did in the Higher there wasn’t maths or anything like theory, it was like Modern Studies, Geography, Economics, English. A lot of essays I had to write in the exam. I think that’s what’s got me into the habit of it, writing like that so that when the marker comes to mark it, it’s not – they can’t say ‘Oh that’s right or wrong’. I’ve tried to cover myself.
- 23. effect of conference…? He expresses anxiety: notice shift between first & second person. ‘ Covering’ – shame, and the knowledge engenders processes and strategies that block and inhibit writing critically – not uncommon in student writing (Gee 1996). Ian’s writing is insular, produced only for adjudication, not in any sense a practice . It was based on fear and anxiety, and became silent, inarticulate. It was an absence, a space of dread and frustration for him. The affirmation that emotion mattered in writing was key. The conference enabled Ian (to put it in Derridean terms) to substitute for the space of anxiety his own centre of significance as part of the process of writing and legal interpretation
- 24. Case study 2: comms, space, emotion
- 25. Three problems: Information management Managing voice, register and genre on digital platforms Socialising processes in relational spaces Three solutions: Better, more powerful and social, platforms Focus on a post-digital Ciceronian rhetoric Create a zone, where students can discuss and reflect on their work, try out identities that are at once professional but cool, make mistakes or learn, from others’ mistakes, and learn how to communicate consistently and accurately with colleagues, in any register. problems and solutions to case study 2
- 26. only the beginning… For adults as well as children, affirmation, holding and inclusion, especially for those on the margins, provides a basis for existential legitimacy, core cohesion and authentic engagement in the world. The problem has been that education and educators have lacked a compelling language to interpret and theorize the intimate dimensions of learning and self-development within a connected and historical frame of reference: or, to state it differently, to interpret what it takes, emotionally, socially as well as intellectually, to keep on keeping on even in the most oppressive and fragmented of times. West, 1996, 208.
- 27. Phineas Gage: http://www.ukcle.ac.uk/projects/past-projects/maguire/ Damasio, A. (2003) Looking for Spinoza: Joy, Sorrow, and the Feeling Brain . New York, Harcourt Gee, J.P. (1996). Social Linguistics and Literacies: Ideology in Discourses. Second edition. Abingdon, RoutledgeFalmer. Price, E.A. (1998). Instructional systems design and the affective domain, Educational Technology 38, 6: 17–24. Scardamalia, M. and Bereiter, C. (1986). Research on written composition, in Handbook of Research on Teaching, edited by M.C. Wittrick. Skokie, IL: Rand MacNally, 778–803. West, L. (1996). Beyond Fragments. Adults, Motivation and Higher Education: A Biographical Analysis. London, Taylor & Francis. Belenky, M.F., Clinchy, B.M., Goldberger, H. and Tarule, J.M. (1986). Women’s Ways of Knowing: The Development of Self, Voice, and Mind. New York, Basic Books.