ABSTRACT
This chapter focuses on using the Card Game in law classrooms. It is intended for educators who are interested in thinking about how we teach and learn law, and suggests alternative methodologies for conveying law's multiple and often contradictory messages. The chapter reflects on the author's individual and collective experiences with the exercise. It shows the potential of non-textual exercises to foster classroom conditions in which students experience social and legal rules as context-specific. While traditional legal pedagogy often reduces law to authoritative texts, interpreted by authoritative decision makers, the Card Game allows students to see and feel the power of law in an embodied way. Legal pedagogues should pay attention to the 'education of affect' in the classroom and in scholarship. The chapter concludes that the Game can guide different and more meaningful empathic responses to law's regulatory power and effects.
