Incorporating an affective framework into liberal legal education to achieve the development of a ‘better person’ and ‘good citizen’

Abstract

This paper proposes an original framework for the incorporation of the affective domain into liberal legal education, in particular the undergraduate law degree. It argues that the aims of developing both the ‘better person’ and ‘good citizen’ can be facilitated by the incorporation of such a framework. The paper critiques liberal legal education’s current focus upon narrow cognitive forms of reason and rationality. By excluding affect, legal educators’ attempts to foster the insights and growth required to fully achieve the ends of liberal legal education are impeded, even obstructed. This paper advocates a novel affective framework incorporating four core aspects, experiential thinking, emotional authenticity, affective empathy and emotional reflexivity. Incorporating this framework has the potential to achieve the development of both the ‘better person’ and the ‘good citizen’ and foster synergies between both. This will significantly enrich liberal legal education and sustain and develop its importance within contemporary society.