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Educating for well-being in law: positive professional identities and practice
The Law Teacher Pub Date : 2020-04-02 , DOI: 10.1080/03069400.2020.1745005
Omar Madhloom 1
Affiliation  

been seen that the practice that is most obviously widespread and concerned with emotions is the teaching of “soft skills”, which is often informed by the idea of emotional intelligence. The slightly problematic place of emotional intelligence in the discourse around emotions in education is noted in chapter 3, and this wariness resurfaces. The central impetus behind placing emotions towards the centre of legal education is that reason is intertwined with emotions. In other words, emotions cannot be hived off to a module on “soft skills” as this misses the point. Also, the soft and hard skills distinction is an emanation of the emotional and rational dualism that gives pride of place to hard reason. The author insists that any response to recognised deficiencies in current practice needs to be a whole school integrated approach. However, this does not really engage with the contradiction between the neo-liberal impulse to treat the students’ emotions as an aspect of human capital formation and the more critical and humanistic impulse to treat the student as the purpose of education. Although implicitly flagged up, the question of whether the neo-liberal world view is itself one that incorporates the type of dualism the author has exposed as problematic is not addressed. Chapter 5 is focused on learning theories and emotions. It is all sound and useful, as it enables the reader to relate the novel emphasis on emotions with approaches to learning that are likely to be familiar. Chapter 6 looks at law student wellbeing. This is the area I most immediately associate with the author. It is a valuable review of the literature, but I am not convinced it manages a synthesis of the desired role of emotions in legal education and the existing literature on student wellbeing. Chapter 7 is a very useful exploration of the role of emotions in the life and work of legal academics. The conclusion is a summary that returns to the arguments, assertions, and promises made in the introduction. I found this book interesting and it helped me identify questions about my practice and legal academia that I think will prove productive and valuable. It introduced me to new and valuable sources. I think it is successful in its primary aim of proving emotions are an important part of legal education. I think it is an important contributor to the discourse on the purpose of legal education.

中文翻译:

法律福利教育:积极的职业身份和实践

已经看到,最普遍且与情绪有关的实践是“软技能”的教学,这通常是由情商的概念提供的。第 3 章指出了情绪智力在教育中有关情绪的论述中存在的一些问题,这种谨慎再次出现。将情感置于法学教育中心背后的核心动力是理性与情感交织在一起。换句话说,情绪不能被归入“软技能”模块,因为这没有抓住重点。此外,软技能和硬技能的区别是情感和理性二元论的体现,它使硬理性占据优势。作者坚持认为,对当前实践中公认的缺陷的任何回应都需要采用整个学校的综合方法。然而,这并没有真正解决将学生的情绪视为人力资本形成的一个方面的新自由主义冲动与将学生视为教育目的的更具批判性和人文性的冲动之间的矛盾。尽管含蓄地被标记了,但新自由主义世界观本身是否包含了作者所暴露的有问题的二元论类型的问题并没有得到解决。第 5 章侧重于学习理论和情感。这一切都是合理且有用的,因为它使读者能够将新颖的对情感的强调与可能熟悉的学习方法联系起来。第 6 章着眼于法学院学生的福利。这是我与作者最直接相关的领域。这是一篇有价值的文献综述,但我不相信它综合了情感在法律教育中的理想作用和现有的关于学生福祉的文献。第 7 章对情感在法律学者的生活和工作中的作用进行了非常有益的探索。结论是对引言中的论点、断言和承诺的总结。我发现这本书很有趣,它帮助我确定了有关我的实践和法律学术界的问题,我认为这些问题将被证明是富有成效和有价值的。它向我介绍了新的和有价值的资源。我认为它的主要目标是成功地证明情感是法律教育的重要组成部分。我认为它是法学教育目的话语的重要贡献者。第 7 章对情感在法律学者的生活和工作中的作用进行了非常有益的探索。结论是对引言中的论点、断言和承诺的总结。我发现这本书很有趣,它帮助我确定了有关我的实践和法律学术界的问题,我认为这些问题将被证明是富有成效和有价值的。它向我介绍了新的和有价值的资源。我认为它的主要目标是成功地证明情感是法律教育的重要组成部分。我认为它是法学教育目的话语的重要贡献者。第 7 章对情感在法律学者的生活和工作中的作用进行了非常有益的探索。结论是对引言中的论点、断言和承诺的总结。我发现这本书很有趣,它帮助我确定了有关我的实践和法律学术界的问题,我认为这些问题将被证明是富有成效和有价值的。它向我介绍了新的和有价值的资源。我认为它的主要目标是成功地证明情感是法律教育的重要组成部分。我认为它是法学教育目的话语的重要贡献者。我发现这本书很有趣,它帮助我确定了有关我的实践和法律学术界的问题,我认为这些问题将被证明是富有成效和有价值的。它向我介绍了新的和有价值的资源。我认为它的主要目标是成功地证明情感是法律教育的重要组成部分。我认为它是法学教育目的话语的重要贡献者。我发现这本书很有趣,它帮助我确定了有关我的实践和法律学术界的问题,我认为这些问题将被证明是富有成效和有价值的。它向我介绍了新的和有价值的资源。我认为它的主要目标是成功地证明情感是法律教育的重要组成部分。我认为这是对法学教育目的话语的重要贡献。
更新日期:2020-04-02
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