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This volume examines the role of emotion in legal education, it argues 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. The book presses the need to take account of the social and situated context of learning, and the role played in this, by emotion. This work makes a theoretical and practical contribution on emotion and legal education useful to those teaching law and working in education more generally.

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