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Access_open Professional Ethics for Judges – Lessons Learned from the Past. Dialogue as Didactics to Develop Moral Leadership for Judges

Special Issue on Education in (Professional) Legal Ethics, ­Emanuel van Dongen & Jet Tigchelaar (eds.)

Tijdschrift Law and Method, juli 2021
Trefwoorden professional ethics, ethical dilemmas, judiciary, independence
Auteurs Alex Brenninkmeijer en Didel Bish
SamenvattingAuteursinformatie

    There is an intimate link between good conduct by judges and the rule of law. The quintessence of their role is that judges shape a trustworthy and fair legal system from case to case. Ethical trading is not carved in granite, and judges must determine their course on different levels. First, it concerns personal conduct and requires integrity and reliability. On the second level, the challenge is to achieve proper adjudication by conducting a fair trial in accordance with professional standards. Third, judges exercise discretion, in which normative considerations run the risk of becoming political. They should act independently as one of the players in the trias politica. A triptych of past cases illustrate moral dilemmas judges may encounter in their profession. Calibrating the ethical compass is not an abstract or academic exercise. A dialogue at the micro (internal), meso (deliberation in chambers) and macro levels (court in constitutional framework) could be incorporated in the legal reasoning as a didactic framework to make future judges aware of their ethical challenges.


Alex Brenninkmeijer
A.F.M. Brenninkmeijer, PhD is Member of the European Court of Auditors, Luxembourg. Professor of Institutional Aspects of the Rule of Law at Utrecht University.

Didel Bish
D.A. Bish, LLM is a trainee at the European Court of Auditors, Luxembourg.

    Public law is sometimes said to deal with distributive justice. Such allocation issues are at least very dominant when public authorities grant only a limited number of public rights (authorizations, subsidies, etc.) and the number of applicants exceeds this maximum. The characteristics common to these ’limited public rights’ raise the question whether there are some general allocation rules applying to any allocation of limited public rights. This article shows how economic allocation theory can be helpful in constructing general allocation rules as a corollary of general legal principles. Allocation theory turns out to provide for general concepts and results clarifying general allocation rules and revealing mutual connections. Extending this allocation perspective from limited public rights to public law in general requires the hidden allocation issues in public law to be unveiled.


Johan Mr.dr. Wolswinkel
C.J. Wolswinkel LLM MSc PhD is Assistant Professor at the VU University Amsterdam and participates in the research programme Public Contracts: Law and Governance of the VU Centre for Law and Governance. This article expands some methodological issues developed in his PhD thesis De verdeling van schaarse publiekrechtelijke rechten. Op zoek naar algemene regels van verdelingsrecht (The Hague: Boom Juridische uitgevers 2013).
Artikel

Access_open Alternative Methodologies: Learning Critique as a Skill

Tijdschrift Law and Method, 2013
Trefwoorden governmentality, methodology, method, skill
Auteurs Bal Sokhi-Bulley
SamenvattingAuteursinformatie

    How can we teach critical legal education? The article tackles this key question by focusing on the role of methodology in legal education and research. I argue that critical legal education requires marketing methodology as a ‘skill’, thereby freeing it from what students and researchers in Law often view as the negative connotations of ‘theory’. This skill requires exploring ‘alternative methodologies’ – those critical perspectives that depart from legal positivism and which Law traditionally regards as ‘peripheral’. As an example, the article explores the Foucauldian concept of governmentality as a useful methodological tool. The article also discusses the difference between theory, methodology and method, and reviews current academic contributions on law and method(ology). Ultimately, it suggests a need for a ‘revolt of conduct’ in legal education. Perhaps then we might hope for students that are not docile and disengaged (despite being successful lawyers) but, rather, able to nurture an attitude that allows for ‘thinking’ (law) critically.


Bal Sokhi-Bulley
Bal Sokhi-Bulley is Lecturer in Law atQueen’s University in Belfast.
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