Constitutional Interpretivism: Its Allure and Impossibility
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Equal Protection and Moral Circumstance: Accounting for Constitutional Basics
Fordham Law Review Volume 59 Issue 4 Article 2 1991 Equal Protection and Moral Circumstance: Accounting for Constitutional Basics Donald E. Lively Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Law Commons Recommended Citation Donald E. Lively, Equal Protection and Moral Circumstance: Accounting for Constitutional Basics, 59 Fordham L. Rev. 485 (1991). Available at: https://ir.lawnet.fordham.edu/flr/vol59/iss4/2 This Article is brought to you for free and open access by FLASH: The Fordham Law Archive of Scholarship and History. It has been accepted for inclusion in Fordham Law Review by an authorized editor of FLASH: The Fordham Law Archive of Scholarship and History. For more information, please contact [email protected]. EQUAL PROTECTION AND MORAL CIRCUMSTANCE: ACCOUNTING FOR CONSTITUTIONAL BASICS DONALD E. LIVELY* INTRODUCTION 8 INCE its ratification in 1868, the equal protection guarantee' has been notable for its underachievement. The fourteenth amendment was adopted shortly after the Civil War to secure the citizenship and basic rights of those individuals whose humanity the Constitution's origi- nal framers bartered away.2 The amendment also empowered Congress to enforce its provisions through appropriate legislation.' In its first test after ratification,4 however, the fourteenth amendment's potential for challenging official discrimination was significantly cur- tailed. The Supreme Court effectively trimmed the privileges and immu- nities clause to the point that it has never operated as a meaningful check upon exercises of state power.' Although initially determining that the * Professor, College of Law, University of Toledo; A.B., University of California, Berkeley; M.S., Northwestern University; J.D., University of California, Los Angeles. -
The Philosophical Underpinnings of Educational Research
The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT. -
Legal Interpretivism by Ronald Dworkin
Legal Interpretivism by Ronald Dworkin (1931-2013): He is the greatest legal philosopher ever and is among the most influential moral and political philosopher of our time. He developed an original legal theory, which not only has transcended the Natural Law and Legal Positivism dichotomy, but also has reintegrated law into a branch of political morality. Interpretivism views law as being interpreted by the practice of lawyers and jurists, and claims this is the nature of law itself. Unlike other schools of legal philosophy, interpretivism views law not as something imposed from outside, but as a product of the practice of law. Interpretivists claim law has a relationship with ethics and morality, but that they are not the same. Legal interpretivism was developed in the late 20th and early 21st centuries. It emerged into a legal world dominated by two ways of thinking about the philosophy of law namely legal positivism and natural law theory. Interpretivism has some similarities to both schools of thought and some important differences. It has sometimes been thought of as a middle ground between the two. Natural law theory is the older of the two schools of thought. But there is an underlying natural law that serves as the foundation for manmade law. Natural law consists of basic principles of fairness, justice, and equity that transcend cultural boundaries, and manmade or "positive" law should respect these. In some traditions, natural law is believed to proceed from divine or supernatural sources, while others see it as inherent in human nature. Dworkin integrates morality both into the choice of legal theory and into the legal argument itself. -
AP Government: Due Process & Roe V. Wade
Social Studies Virtual Learning AP Government: Due Process & Roe v. Wade April 13, 2020 AP Government Lesson: April 13, 2020 Objective: LOR 3.B Explain the extent which states are limited by the due process clause from infringing upon individual rights. Warm Up: Write down your answer the following question. There are no right or wrongs here, but this is the focus of the lesson today! What is the right to privacy? What are 3 aspects of everyday life that it includes? Lesson: Roe v. Wade As this is a required case for the test, there are some ideas that are important to remember. Please write these down in your own words so you know what they are. Term Definition Due process The 14th Amendment clause guaranteeing that no state clause shall “deprive any person of life, liberty, or property, without due process of law.” The Supreme Court has interpreted the due process clause to provide for “selective incorporation” of amendments into the states, meaning that neither the states nor the federal government may abridge individual rights protected by the Constitution. Term Definition “Penumbra Derived from the Latin for “partial shadow.” The Supreme of privacy” Court has ruled that several amendments in the Bill of Rights cast a “penumbra” of the right to privacy, although the right to privacy itself is never explicitly named. For example, the Court has interpreted that the 4th Amendment right of the people to be secure in their houses from unreasonable searches and seizures implies a right to privacy in the home. Right to The right to be “left alone,” or to be free of government privacy scrutiny into one’s private beliefs and behavior. -
Perspectives on Ethical Leadership: an Overview Drs Ir Sophia Viet MTD
Perspectives on ethical leadership: an overview drs ir Sophia Viet MTD Paper submitted to the International Congress on Public and Political Leadership 2016 Draft version. Do not site or quote without the author’s permission Abstract There is a growing scientific interest in ethical leadership of organizations as public confidence in organizational leaders continues to decline. Among scholarly communities there is considerable disagreement on the appropriate way to conceptualize, define and study ethical leadership. This disagreement is partly due to the ontological and epistemological differences between the scholarly communities, resulting in different views of organizations, on the role of organizational leadership in general, and on ethical leadership of organizations in particular. Because of the differences in their ontological and epistemological assumptions scholars endlessly debate the concept of ethical leadership. This paper provides a comprehensive overview of the academic concepts of ethical leadership by classifying these concepts in terms of their ontological and epistemological assumptions and views of organizations into the modern, symbolic and the critical perspectives of postmodernism and communitarianism. Each category represents a particular set of perspectives on organizations, business ethics, and ethical leadership. The overview can serve as a guide to decode the academic debate and to determine the positions of the scholars participating in the debate. In addition it can serve as a multi-perspective-framework to study lay concepts of ethical leadership of (executive) directors of contemporary organizations. In this article the overview serves as a guide of how to classify some of the most common concepts in the debate on ethical leadership. Introduction There is a growing scientific interest in ethical leadership of organizations as public confidence in organizational leaders continues to decline. -
Duke Law School
Neil S. Siegel David W. Ichel Professor of Law Professor of Political Science Director, DC Summer Institute on Law & Policy Duke University School of Law 210 Science Drive Durham, NC 27708 [email protected] (919) 613-7157 EDUCATION Boalt Hall School of Law, University of California, Berkeley: J.D., 2001 Graduated 1st in class; Boalt Hall Fellowship (full tuition, fees); Senior Articles Editor, California Law Review; Jurisprudence Awards in Federal Courts, U.S. Supreme Court Seminar, Criminal Law, Constitutional Law & Public Choice Theory, Law & Economics, and 18th Century Constitutional Design University of California, Berkeley: Ph.D. (Jurisprudence & Social Policy), 2001 Dissertation: Intransitivities Protect Minorities: Interpreting Madison’s Theory of the Extended Republic; Field Examinations in U.S. Constitutional Theory and Law & Economics; Berkeley Graduate Fellowship (full tuition, fees, stipend); Kadish Center for Morality, Law & Public Affairs Fellow; John M. Olin Law & Economics Fellowship Duke University: M.A. (Economics), 1995 Full-tuition scholarship; Spengler Fellow Duke University: B.A., summa cum laude (Economics, Political Science), 1994 Angier B. Duke Memorial Scholarship (full tuition); Phi Beta Kappa; Graduation with Distinction in Economics, Political Science; Prize for Best Senior Thesis in Economics EXPERIENCE Duke University School of Law Durham, N.C. David W. Ichel Professor of Law and Professor of Political Science July 2013 – present Director, DC Summer Institute on Law and Policy July 2013 – present Co-Director, Program in Public Law July 2008 – June 2018 Professor of Law and Political Science July 2009 – June 2013 Associate Professor of Law and Political Science July 2007 – June 2009 Assistant Professor of Law and Political Science July 2004 – June 2007 American Constitution Society Washington, D.C. -
Interpretivism, Freedom of Expression, and Equal Protection
Interpretivism, Freedom of Expression, and Equal Protection MICHAEL J. PERRY* I. A. We in the United States are philosophically committed to the political prin- ciple that governmental policymaking-by which I mean simply decisions as to which values among competing values shall prevail, and as to how those values shall be implemented'-ought to be subject to control by persons accountable to the electorate.2 As a general matter, a person is accountable to © Michael J. Perry 1981. * Professor of Law, The Ohio State University. A.B., 1968, Georgetown University; J.D., 1973, Columbia University. This Article is part of a larger work-in-progress, which will be published as a book by the Yale University Press in 1982, and which is tentatively titled THE CONSTITUTION, THE COURTS, AND HUMAN RIGHTS: AN INQUIRY INTO THE LEGITIMACY OF CONSTITUTIONAL POLICYMAKING BY THE JUDICIARY. Another part will be published in another symposium on judicial review. See Perry, Noninterpretive Review in Human Rights Cases: A Functional Justification, 56 N.Y.U.L. REV. - (1981). I. Cf. Hazard, The Supreme Court as a Legislature, 64 CORNELL L. REV. 1, 2 (1978): By a -legislature," I mean a body whose chief function in government is to formulate general rules of law that primarily reflect the notions of utility and value held by its members. Such a body is to be distinguished from a trial court, which applies law received from legally superior sources; from an administrative agency, which, in its rule-making capacity, formulates policy only within the limits of its organic statute; and from a "traditional" appellate court, which, in formulating law, is guided primarily by precedent. -
Reading Our Written Constitution
READING OUR WRITTEN CONSTITUTION JEFFERSON A. HOLT “[W]ords are the tools with which we work, the material . out of which the Constitution was written. Everything depends on our under- standing of them.”1 INTRODUCTION The Constitution of the United States of America contains only 4,543 words.2 Its twenty-seven Amendments add an addi- tional 3,048 words.3 Together, these 7,591 words comprise our Nation’s great charter.4 Although relatively brief,5 the Constitu- tion6 is expansive in scope. Indeed, its broad terms are not un- like those often found in simple trust agreements.7 While such language allows for needed flexibility, the lack of specificity in With gratitude and appreciation to Professor Patrick Wiseman of the Georgia State University College of Law, without whom this article would not have been possible. 1Garson Kanin, Trips to Felix, in FELIX FRANKFURTER: A TRIBUTE 34, 41–42 (Wallace Mendelson ed., 1964). 2Sol Bloom, Constitution of the United States: Questions & Answers, U.S. NAT’L ARCHIVES & RECS. ADMIN., http://www.archives.gov/exhibits/charters/constitution _q_and_a.html (last visited Feb. 20, 2015). 3See U.S. CONST. amends. I–XXVII. 4See Stephen Gardbaum, The Myth and the Reality of American Constitutional Excep- tionalism, 107 MICH. L. REV. 391, 399 (2008). 5By way of comparison, “[t]he average state constitution is more than three times as long as the federal Constitution. Only a few states have fewer than 10,000 words in their constitutions.” DAVID R. BERMAN, STATE AND LOCAL POLITICS 77 (9th ed. 2000). Similarly, the median book length—about 64,000 words—is signifi- cantly longer than the Constitution. -
Strategies in Research Garima Malhotra Assistant Professor, Department of Business Economics, Sri Guru Nanak Dev Khalsa College, Dev Nagar, Delhi University
Malhotra Garima; International Journal of Advance Research and Development. (Volume2, Issue5) Available online at www.ijarnd.com Strategies in Research Garima Malhotra Assistant Professor, Department of Business Economics, Sri Guru Nanak Dev Khalsa College, Dev Nagar, Delhi University ABSTRACT A plan or scheme by which the activity of searching for and assessing information found is carried out is called a research strategy. A research strategy usually involves a number of steps. Firstly, the analysis of the major concepts of the topic. Secondly, defining relevant keywords and their synonyms. Thirdly, searching appropriate information sources (e.g. databases), and fourthly, assessing the quantity and quality (relevance) of the information found. The research strategy, a subset of research design, includes elements of data collection and interpretation and emerges from both the research purpose and question. These strategies differ in their Ontological assumptions, Starting points, Steps or logic use of concepts and theory, Styles of explanation and understanding and the status of their products. Each strategy has connections with particular philosophical and theoretical traditions, i.e. research paradigms (Blaikie 2007).The paper has been analyzed in view of the research strategies which are done in carrying out the research activity. They provide a ladder which helps in carrying out the research. The strategies Inductive, Deductive, Retroductive & Abductive have been explained in the paper with their epsitelmogical assumptions. The paper -
What Is Originalism? It Is a Bedrock of Constitutional
Originalism, in a Nutshell By Emily C. Cumberland* hat is originalism? It is a bedrock of constitutional construction, but if original intent were considered it would interpretation for federalists, but many have only be the intent of the sovereign parties to the Constitution, Wfound it diffi cult to defi ne comprehensively what not the framers personally.14 Another criticism of the original it means. Originalism is, broadly speaking, a catchall term intent theory is that it requires projecting the drafters’ personal for methods of constitutional interpretation principled on outlooks onto a future unknown and unimaginable to them.15 fi delity to the Constitution.1 It represents not one school of Since these arguments against original intent were put forth, and thought but a spectrum of theories about how the Constitution perhaps in an eff ort to salvage a workable originalism, there has should be interpreted.2 There is no solid consensus as to been a gradual shift among originalists towards interpretation when originalism became a formally-recognized method of on the basis of original meaning.16 constitutional interpretation, although at least one account Phase II: Original Meaning credits Paul Brest with coining the term in “Th e Misconceived Quest for Original Understanding” in 1980.3 Another account The shift from original intent to original meaning claims then-Attorney General Edwin Meese III fi rst publicized was basically a shift from a focus on the framers’ subjective originalism in a speech before the American Bar Association in intentions to a focus on the text’s objective meaning during 17 1985.4 Regardless of its exact debut, originalism has become the framers’ time. -
World Views, Paradigms, and the Practice of Social Science Research
01-Willis (Foundations)-45170.qxd 1/1/2007 12:01 PM Page 1 CHAPTER 1 World Views, Paradigms, and the Practice of Social Science Research Case 1. Quantitative Research Dr. James Jackson was concerned about whether a particular approach to teaching undergraduate courses is effective. The approach is called the per- sonalized system of instruction (PSI), developed by Fred Keller, a Columbia University psychologist and personal friend of B. F. Skinner. PSI (Martin, 1997) has been used for several decades in the sciences, but Dr. Jackson was not able to find convincing research about the suitability of PSI for humanities courses. Personalized System of Instruction (PSI) The PSI method of teaching was popular in the 1970s and is still used in many science classes. The content to be learned is divided into units or modules. Students get assignments with each module. When they think they have mastered a module, they come to class and take a test on that module. If they make 85% or more on the test, they get credit for the module and begin studying the next module. When they pass all the modules they are finished with the course and receive an A. In a course with 13 modules, anyone who completes all 13 might receive an A, students who finish 11 would receive Bs, and so on. The approach was called “personalized” because students could go at their own pace and decide when they wanted to be tested. Critics argued that PSI wasn’t very person- alized because all students had to learn the same content, which was selected by the instructor, and everyone was evaluated with the same objective tests. -
The Role of Textualism in the Progressive Toolbox
TRACZ (DO NOT DELETE) 4/27/2021 11:15 PM WORDS AND THEIR MEANINGS: THE ROLE OF TEXTUALISM IN THE PROGRESSIVE TOOLBOX BY ELIOT T. TRACZ* I.INTRODUCTION ................................................................................................... 353 II.TEXTUALISM ........................................................................................................ 355 A. Textualism ............................................................................................. 355 i. Legislative intent ......................................................................... 355 ii. Textualism ...................................................................................... 358 B. Words and Their Meanings ............................................................ 359 C. Canons of Construction- What happens when the text is vague? ..................................................................................................... 361 D. Some Criticisms ................................................................................... 364 III.TEXTUALISM AS BIG “C” OR LITTLE “C” CONSERVATIVE ............ 365 IV.TEXTUALISM AS A PROGRESSIVE TOOL ............................................... 369 A. Past Examples of Textualism Helping a Progressive Agenda 370 B. Future Areas Where Textualism Can Support Progressive 371 i. Commonsense Gun Reform ..................................................... 371 ii. Qualified Immunity ..................................................................... 374 V. CONCLUSION .......................................................................................................