Legal Education Commons^™

Doorkeepers: Legal Education In The Territories And Alberta, 1885-1928, Peter M. Sibenik

Dalhousie Law Journal

Legal education has been subjected to greater scrutiny in common law jurisdictions since the publication of Lawyers and the Courts in 1967.2 Most of the recent literature has addressed the issue of who received a legal education and became entitled to practise law. It has also examined how a conservative-minded profession regenerated itself, and whether it equipped new recruits with the proper tools to meet the challenges of a changing society.

The Fiercest Debate: Cecil A. Wright, The Benchers And Legal Education In Ontario 1923-1957, W R. Lederman

Dalhousie Law Journal

In the dozen years after the end of the Second World War, long-standing conflicts about the nature of education for the legal profession in Ontario became especially acute. Fortunately, climax and successful compromise came in 1957. In that year the Law Society of Upper Canada, which had controlled legal education and admission to practice from the early days of the Colony of Upper Canada, gave up its monopoly of legal education and conceded an equal position in this respect to Ontario universities willing and able to enter the field. Several were, and promptly did so. Indeed the University of Toronto …

The Revolutionary Idea Of University Legal Education, Paul D. Carrington

William & Mary Law Review

No abstract provided.

"Our Real Need": Not Explanation, But Education, Thomas D. Eisele

Faculty Articles and Other Publications

Wittgenstein wrote nothing on legal theory or law, so there is no obvious textual basis on which to draw possible connections between Wittgenstein and legal theory. And Wittgenstein abhorred theorizing in philosophy. So the odds are slim that Wittgenstein would have accommodated himself or his work to similar activity in the law. Where does this leave us?

At sea, which is where we normally are in life and, thus, where Wittgenstein wants us to recognize ourselves as being when doing philosophy too. But theory can disguise this fact from us, as it also can make us think that we have …

Wittgenstein's Instructive Narratives: Leaving The Lessons Latent, Thomas D. Eisele

Faculty Articles and Other Publications

Philosophical Investigations is one of the great works about instruction, as Stanley Cavell says, because it is a great work of instruction. It dot::s not simply tell us about instruction; it shows us instruction in action-by instructing us. But it does this in a disconcerting way; it instructs us indirectly or latently. And often it uses stories to do this.

Wittgenstein rarely states a thesis or a conclusion that he then wants us simply to approve or accept. Rather, he directs our attention to some fact or phenomenon and invites our response to it, sometimes by giving us his response …

Paradox, Asymmetry, And Switcheroos: Approaching Constitutional Law From An Unexpected Angle, 23 J. Marshall L. Rev. 333 (1990), Richard Mckenna

UIC Law Review

No abstract provided.

Commissions Of Inquiry And Public Policy In Canada, Frank Iacobucci

Dalhousie Law Journal

Most Canadians attach a great deal of importance to commissions of inquiry. When commissions of inquiry are appointed and when they report, great public attention is usually focussed on the substantive and serious issues discussed.

Meeting The Enemy, Robert F. Nagel

Publications

No abstract provided.