Humanising legal education through valuing and nurturing multiple intelligences

In her paper Kirsten Dauphinais (University of North Dakota, USA) presented her thesis of using multiple intelligence theory to inform legal pedagogy and promote inclusive, experiential learning.

Kirsten’s thesis is that utilising Harvard educational psychologist Howard Gardner’s theory of multiple intelligences (MI) to take a new approach to recognising and evaluating student capabilities could help provide a more humane and rejuvenated legal education – find out more in her slides (PDF file, 9 pages, 796 KB) and article, Valuing and nurturing multiple intelligences in legal education: a paradigm shift (PDF file, 42 pages, 301 KB; Washington & Lee Race and Ethnic Law Journal 2005: 11(1)) at the bottom of the page.

During the session Kirsten took participants through the range of intelligences identified by Gardner, with examples of how they might contribute to legal education and a particular emphasis on the role of active learning and simulation as a vehicle. Her presentation also involved discussion of a case study focused on identifying the strengths and weaknesses in the ‘MI profile’ of a fictitious student and the teaching approaches and methods that might be used to facilitate her learning.

Chris Hull (St Mary’s University College) comments:

It was enlightening to see how the different intelligences were applied to the legal profession. Most obvious was the application of logical intelligence and linguistic intelligence evidenced in the principle of stare decisis and in the nature of the legal professional role; personal intelligence and interpersonal intelligence used by lawyers to interact with clients to listen, empathise, persuade; intrapersonal intelligence used in time management, organisation and the effective regulating of life; and bodily kinesthetic intelligence linked with body language.
 
What was not so obvious was the application of spatial/visual intelligence in presenting evidence in a trial and, more obscurely, musical intelligence. How can musical intelligence be linked to the role of lawyers? Apparently in the role of advocacy – affecting such aspects as rhythm, pitch, mnemonics.
 
If the full range of intelligences can be evidenced within the legal profession, why is this not evident in the delivery of legal education?

About Kirsten

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Kirsten Dauphinais is Assistant Professor, Director of Lawyering Skills and Alphson Research Fellow at the University of North Dakota School of Law.
 
She taught for four years as a legal writing instructor at the Howard University School of Law before joining the University of North Dakota faculty, where she teaches lawyering skills and appellate advocacy, in addition to directing the skills programme. She lectures and publishes in the fields of legal pedagogy and law and psychology.

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Last Modified: 9 July 2010