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Using Our Brains: What Cognitive Science Teaches about Teaching Law Students to Be Ethical, Professionally Responsible Lawyers

机译：运用我们的大脑：认知科学对教法律专业学生成为道德，专业负责的律师的启示

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摘要

Throughout our lives, below the level of our consciousness, each of us develops powerful values, intuitions, expectations, and needs that powerfully affect both our perceptions and our judgments. Placed in situations in which we feel threatened, or which implicate our values, our brains, relying on those implicitly learned, emotionally weighted, memories, can u22downshift,u22 to primitive, self-protective problem solving techniques - fight or flight. Because these processes operate below the radar of our consciousness, we react without reflection or the opportunity for interdiction. Thus, it may be that automatic, “emotional” reaction, rather than thoughtful, reasoned analysis leads to our responses to stressful, questions of ethics and professional responsibility. Lawyers continually face complex, complex problems of great moment to their clients and the community, problems which implicate their professional values. They need to learn to address these problems thoughtfully and effectively while carrying out their professional responsibilities as representatives of their clients, officers of the judicial system, and public citizens, exercising the highest level of moral and ethical judgments. To do so, they need to understand the emotional processes and the content of their intuitions, and have confidence in their ability to act appropriately. Unfortunately, traditional legal education focuses on teaching students u22legal analysisu22 of a given set of facts, in which the answer is the formation of a legal rule, the role of the lawyer is to achieve the clientu27s stated goal, and neither the lawyeru27s, nor any third partyu27s, values are relevant. This paper analyzes recent discoveries in cognitive science that explain the brainu27s learning and problem solving mechanisms, and applies that scientific knowledge to demonstrate why traditional legal education may actually impair the ability to effectively solve complex problems, particularly those freighted with issues of personal values and professional responsibility. It then describes an alternative pedagogy, problem-based learning, that provides valuable insights to teaching law students to become ethical practitioners.
机译：在我们的整个生活中，在我们的意识水平之下，我们每个人都将形成强有力的价值观，直觉，期望和需求，这些价值观，直觉，期望和需求会极大地影响我们的观念和判断。在我们感到受到威胁或隐含我们价值观的情况下，我们的大脑依靠那些隐性学习，情感上加重的记忆，可以降级或转向原始的，自我保护的解决问题的技术-战斗或逃跑。因为这些过程在我们意识的雷达之下运作，所以我们的反应没有反射或被阻截的机会。因此，可能是自动的，“情感性”的反应，而不是经过深思熟虑的理性分析导致我们对压力大，道德和职业责任感的反应。律师不断面临着对客户和社区至关重要的复杂，复杂的问题，这些问题隐含着他们的专业价值观。他们需要学习周到和有效地解决这些问题，同时履行作为客户，司法系统官员和公众公民的代表的职业责任，并行使最高水平的道德和道德判断。为此，他们需要了解情感过程和直觉的内容，并对自己采取适当行动的能力充满信心。不幸的是，传统的法律教育侧重于对学生进行给定事实的法律分析，其中答案是法律规则的形成，律师的作用是实现委托人的既定目标，而两者都不是律师或任何第三方的价值观都是相关的。本文分析了认知科学领域的最新发现，这些发现解释了大脑的学习和问题解决机制，并运用该科学知识来证明传统的法律教育为何实际上会损害有效解决复杂问题的能力，特别是那些带有个人价值观问题的能力和专业责任。然后，它描述了一种替代的教学法，基于问题的学习，它为教法学生成为道德从业者提供了宝贵的见识。

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    Lerner Alan M;

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