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Research on the Innovation of Law Case Teaching Mode Assisted by Artificial Intelligence-Paradigm Reconstruction Based on Embodied Cognition Theory

Author(s)

Xing Liu1, XiaoYan Yang2

Affiliation(s)

1School of Law, Hunan University of Technology and Business, and Hunan Research Base for the Construction of Clean Governance, Xinhua, Hunan, China 2School of Law, Hunan University of Technology and Business, Linxiang, Hunan, China

Abstract

This study constructs an intelligent case teaching paradigm based on embodied cognition theory from the perspective of the deep integration of cognitive science and legal education.By deconstructing the embodied characteristics of legal fact cognition,the study proposes a three-in-one teaching theory model of "multimodal interaction-semantic embodiment-contextual reconstruction", which breaks through the cognitive dilemma of subject-object dichotomy in traditional case teaching.The research results reveal the theoretical value of artificial intelligence technology in promoting the transformation of legal cognition from"conceptual representation"to"contextual embodiment", and provide a new epistemological framework for the cultivation of rule of law talents in the digital era.

Keywords

Embodied Cognition; Legal Education; Artificial Intelligence; Contextual Learning; Cognitive Paradigms

References

[1]Romdenh-Romluc,Komarine.Routledge philosophy guidebook to Merleau-Ponty and phenomenology of perception.Routledge,2010. [2]Dreyfus,Hubert L."Intelligence without representation–Merleau-Ponty's critique of mental representation The relevance of phenomenology to scientific explanation."Phenomenology and the cognitive sciences 1.4 (2002): 367-383.. [3]Suchman,Lucille Alice.Plans and situated actions: The problem of human-machine communication.Cambridge university press,1987.. [4]Varela,Francisco J.,Evan Thompson,and Eleanor Rosch.The embodied mind,revised edition: Cognitive science and human experience.MIT press,2017. [5]Ihde,Don.Technology and the lifeworld: From garden to earth.Vol.560.Indiana University Press,1990.