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Using Reflection to Engage with the Affective Domain in Legal Education in the Context of Cultural and Institutional Diversity

Document Cited in Related
Published date01 July 2024
DOIhttp://doi.org/10.1177/23220058241246219
AuthorAnil Balan
Date01 July 2024
Using Reflection to Engage with
the Affective Domain in Legal
Education in the Context of
Cultural and Institutional Diversity
Anil Balan1
Abstract
In legal education, the affective domain plays a vital role in shaping future lawyers’ professional identities,
values and ethical decision-making capabilities. However, law schools in England and Wales face specific
challenges in addressing the affective domain successfully in the context of cultural and institutional
diversity. These include the predominant emphasis on doctrinal instruction and analytical thinking,
neglecting emotional intelligence and ethical development and the emotional demands placed on law
students. Law schools must also address implicit biases, combat discrimination and foster a supportive
and inclusive environment. To overcome these challenges, law schools can integrate courses addressing
the affective domain, offer opportunities for self-reflection, mentorship and peer support and invest in
faculty development programmes. Collaboration with the legal profession can also bridge the theory–
practice gap. By understanding and addressing these challenges, law schools can equip students with
emotional intelligence, empathy and ethical foundations for successful legal careers.
Introduction
Law teaching encompasses more than the acquisition of legal knowledge and analytical skills. It also
  
  


and ethical decision-making capabilities.2
     

           
Article
Asian Journal of Legal Education
11(2) 219–237, 2024
© 2024 The West Bengal National
University of Juridical Sciences
Article reuse guidelines:
in.sagepub.com/journals-permissions-india
DOI: 10.1177/23220058241246219
journals.sagepub.com/home/ale
1 Professional Legal Education, King’s College London, Strand, London, UK.
2     Introduction in        

Corresponding author:
Anil Balan, Professional Legal Education, King’s College London, Strand, London WC2R 2LS, UK.
E-mail: anil.balan@kcl.ac.uk
220 Asian Journal of Legal Education 11(2)
challenges for law schools. This study aims to explore these challenges and provide insights into
strategies and interventions that can be implemented to overcome them. By understanding and
           

              
understand the emotions of people around you.3 Key components of emotional intelligence include
  4  

to bias based on personality traits or cultural norms.5

will be explored in this study.
One of the primary challenges faced by UK law schools in addressing the affective domain is the
prevalent emphasis on doctrinal instruction and analytical thinking. The traditional legal education
model often prioritizes teaching substantive law and honing students’ analytical and problem-solving
       
integration of the affective domain within the curriculum poses a significant hurdle that must be
overcome. The tension between a liberal and vocational approach to legal education is also a significant

students for professional practice.6 Law teachers encounter this tension particularly in curriculum design

  
the emotional demands of legal education and practice. The study of law can be intellectually rigorous
     
pressure to succeed academically while managing personal and professional responsibilities. Balancing
these demands and nurturing emotional well-being becomes crucial for their long-term success and
mental health as practitioners in a profession renowned for its pressurized and stressful nature.7
fostering a supportive and inclusive learning environment is another challenge in addressing the affective

lack of diversity and inclusion.8 Students from under-represented backgrounds may face unique emotional
                
environment that promotes equitable opportunities for all students.
          
   
          

development programmes that enhance educators’ ability to address the affective domain and create
inclusive learning environments are equally vital. This study will comprehensively explore the
         
3 Lawyer’s Wellbeing and Professional Legal Education,
4   Multiple Intelligences, the Mozart Effect and Emotional Intelligence: A Critical Review, 

5 Emotional Intelligence and Legal Education,
6 Elite Values in Twenty-First Century, United Kingdom Law Schools, 42  
7 
8 Matter Mills and London-Lite Offices: Exploring Forms of the Onshoring of Legal Services in
an Age of Globalisation, 22 

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