Teaching Law in the Age of Extremes: The Challenge of Inclusivity and the Classroom Experience

Starting from the premise that the goal of legal education goes beyond employability concerns and includes shaping the minds and spirits of students whom we want to turn into wholesome persons and responsible citizens in our increasingly polarized societies, the article draws on experiential learning and suggests three paths to turn our diverse classrooms into inclusive and collaborative spaces for joint knowledge generation. Firstly, challenging and broadening the epistemic sources we rely on in our teaching; secondly, setting the rules for trust-based and safe interactions; and finally, setting the basis for inclusive and fair dialogical dynamics and for generating a higher degree of emotional involvement among class participants.