Abstract
[Extract]
A number of courses in the law curriculum contain significant theoretical content. The most obvious examples are courses on jurisprudence or legal theory. However, courses dealing with topics such as constitutional law or the relationship between law and society typically also raise questions concerning the theoretical context of legal institutions. Lecturers teaching other areas of substantive law may also seek to integrate theoretical perspectives into their courses. A course on property law, for instance, may touch on the philosophical foundations of property rights, while a course on equity might probe the underlying purpose of equitable doctrines in order to bring coherence to the judicial decisions.
A number of courses in the law curriculum contain significant theoretical content. The most obvious examples are courses on jurisprudence or legal theory. However, courses dealing with topics such as constitutional law or the relationship between law and society typically also raise questions concerning the theoretical context of legal institutions. Lecturers teaching other areas of substantive law may also seek to integrate theoretical perspectives into their courses. A course on property law, for instance, may touch on the philosophical foundations of property rights, while a course on equity might probe the underlying purpose of equitable doctrines in order to bring coherence to the judicial decisions.
| Original language | English |
|---|---|
| Article number | 4 |
| Pages (from-to) | 49-67 |
| Number of pages | 19 |
| Journal | Legal Education Review |
| Volume | 21 |
| Issue number | 1 |
| Publication status | Published - 2011 |
| Externally published | Yes |