Affect and Legal Education: Emotion in Learning and Teaching the LawPaul Maharg, Caroline Maughan This volume examines the role of emotion or affect in legal education. The authors argue for a revision of the curricula to take account of those aspects of humanity which are not in the realm of understanding and manipulating propositional reasoning. |
Contents
I | 1 |
II | 9 |
III | 11 |
IV | 45 |
V | 67 |
VI | 85 |
VII | 87 |
VIII | 109 |
X | 149 |
XI | 151 |
XII | 177 |
XIII | 195 |
XIV | 211 |
XV | 235 |
XVI | 257 |
XVII | 283 |
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ability academic labour activity affective domain amygdala analysis approach argue assessment attention attitudes behaviour brain Cambridge chapter client Clinical Legal Education cognitive concept context course critical culture curriculum Damasio Daniel Deronda diegetic edited emotion regulation empathy engage environment ethical example experience experiential explore feedback feel firm forgetting curve goals Higher Education Higher Education Academy hippocampus human identify imagination implicit memory important individual intrinsic motivation involved issues Journal knowledge Law Review law school law students lawyers learner literature London Maharg memory mind moral motivation neocortex neurofeedback neurons Neuroscience Northumbria University Online outcomes Phineas Gage practitioner practitioner-supervisor problem professional reason reflection relationship response role second-order desires self-control self-determination theory self-efficacy self-handicapping simulation skills Social Psychology society Solicitors Regulation Authority space strategies supervision supervisor task teaching and learning theory tutors understanding University Press values Webb York