ABSTRACT

This paper explores the dynamics of emotion in law and legal classrooms by showing: (1) why foregrounding how law is shaped by emotion better equips students to learn about how law advances and/or inhibits various pursuits of social justice and (2) how emotion functions as a useful pedagogical strategy in the classroom to make students receptive enough to empathetically and critically engage with pressing legal questions about social justice. This paper fleshes out the importance of foregrounding emotions in legal classrooms through an autoethnographic account of designing and teaching an undergraduate elective law module called Law and Emotion. By synthesising critical legal studies, law and emotion scholarship, and social theories of teaching/learning with observations from module design, delivery, assessment, and evaluation, this paper illuminates the pedagogical importance of making law, law teachers, and law students engage critically with their feelings.

摘要

本文通过展示以下内容来探索法律和法律课堂中情感的动态：（1）为什么将法律如何由情感塑造的前景更好地让学生了解法律如何推进和/或抑制对社会正义的各种追求，以及（2）情感如何在课堂上作为一种有用的教学策略，使学生能够充分接受，以同理心和批判性地参与有关社会正义的紧迫法律问题。本文通过设计和教授名为法律与情感的本科选修法律模块的自动人种学描述，充实了法律课堂中前景情感的重要性。通过综合批判性法律研究、法律和情感学术以及教学/学习的社会理论，以及对模块设计、交付、评估和评估的观察，