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This article, by Mary Triggiano of Marquette University Law School, explores how restorative justice offers a crucial human experience in legal education amidst the rise of artificial intelligence, emphasizing empathy, presence, and deep listening over shortcuts and quick answers.
In an era dominated by artificial intelligence and quick technological solutions, restorative justice stands as a deliberate counterpoint, challenging law students at Marquette Law School to resist the urge for shortcuts. It demands a profound human engagement, requiring students to slow down, confront discomfort, and deeply listen to diverse perspectives without immediate judgment. This pedagogical approach cultivates essential qualities like presence and vulnerability, which are increasingly vital in a world that often prioritizes rapid, algorithm-driven information processing over nuanced human understanding and interaction. The essence of restorative justice lies in its commitment to these fundamental human experiences within the complex landscape of legal education.
Central to the Andrew Center for Restorative Justice's mission, the practice of sitting in a circle offers a unique and profoundly transformative learning environment. Unlike traditional classrooms with hierarchical structures, these circles eliminate back rows and competitive dynamics, utilizing a talking piece and a framework of shared values to ensure everyone is genuinely seen and heard. This creates a space where students transcend their roles as mere classmates, recognizing each other as complex individuals shaped by diverse backgrounds, traumas, faiths, and aspirations. Through shared storytelling and active listening, they confront the realities of harm, responsibility, and the potential for forgiveness, developing insights and perspectives that cannot be gleaned from textbooks or generated by chatbots.
Restorative justice profoundly reshapes how law students perceive advocacy, moving beyond purely adversarial arguments to emphasize responsibility, compassion, and the human consequences of legal decisions. Students are encouraged to develop a deeper attentiveness to harm and the pathways to repair. This approach instills a strong commitment to promoting healing and reconciliation within communities, as reflected in a student's powerful testimony. The learning process, rooted in listening to stories of harm and resilience, empowers future lawyers to engage in courageous healing, even when it is challenging, ensuring their professional practice is grounded in dignity, lived experience, and a holistic understanding of justice.
In a society that frequently values detachment and speed, and where technological advancements like artificial intelligence continue to expand, teaching restorative justice at Marquette Law School emerges as a vital act of quiet resistance. It serves as a continuous reminder that the core of justice resides not merely in rules, consequences, or sophisticated algorithms, but in the power of the human voice, the depth of the human heart, and the authenticity of human stories. This method deepens analytical rigor by encouraging students to navigate complexity and contradiction with refined emotional intelligence, preparing them to enter their professional roles as lawyers, judges, and policymakers with a broadened, human-centered vision of justice.