A Critique of John Hart Ely's Quest for the Ultimate Constitutional Interpretivism of Representative Democracy
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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. -
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. -
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. -
John Hart Ely's "Invitation"
Indiana Law Journal Volume 54 Issue 2 Article 5 Winter 1979 Government by Judiciary: John Hart Ely's "Invitation" Raoul Berger Member, Illinois and District of Columbia bars Follow this and additional works at: https://www.repository.law.indiana.edu/ilj Part of the Courts Commons, Fourteenth Amendment Commons, and the Judges Commons Recommended Citation Berger, Raoul (1979) "Government by Judiciary: John Hart Ely's "Invitation"," Indiana Law Journal: Vol. 54 : Iss. 2 , Article 5. Available at: https://www.repository.law.indiana.edu/ilj/vol54/iss2/5 This Article is brought to you for free and open access by the Law School Journals at Digital Repository @ Maurer Law. It has been accepted for inclusion in Indiana Law Journal by an authorized editor of Digital Repository @ Maurer Law. For more information, please contact [email protected]. Government by Judiciary: John Hart Ely's "Invitation" RAOUL BERGER* Professor John Hart Ely's Constitutional Interpretivism: Its Allure and Impossibility' solves the problem of government by judiciary quite simply: the framers of the Fourteenth Amendment issued an "open and across-the-board invitation to import into the constitutional decision pro- cess considerations that will not be found in the amendment nor even, at least in any obvious sense, elsewhere in the Constitution. ' 2 This but rephrases the current view, framed to rationalize the Warren Court's revolution, that the "general" terms of the amendment were left open- 3 ended to leave room for such discretion. By impossible "interpretivism" Ely refers to the belief that constitu- tional decisions should be derived from values "very clearly implicit in the written Constitution"; he labels as "non-interpretivism" the view that courts must range beyond those values to "norms that cannot be discovered within the four corners of the document."'4 But unlike most of his confreres, Ely insists that a constitutional decision must be rooted in the Constitution,5 though he does not explain how extra-constitutional factors can be so rooted. -
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 -
The Political Process, Equal Protection, and Substantive Due Process
ARTICLES THE POLITICAL PROCESS, EQUAL PROTECTION, AND SUBSTANTIVE DUE PROCESS Jesse H. Choper* Stephen F. Ross** ABSTRACT In its landmark decision in Carolene Products, the Supreme Court crafted a uniquely American solution to the counter-majoritarian dilemma present in any constitutional democracy: when unelected judges should substantively review policy choices made by elected legislators and executives. The political process theory underlying that decision is that a court with a history of decisions based on judicial ideology should limit close review of government actions to three situations: (1) when the action contravenes a specific provision of the Bill of Rights, (2) when the action threatens to improperly limit the political process, or (3) with regard to the broadly worded Due Process and Equal Protection Clauses, when courts determine that the political process does not work normally. The Supreme Court has not faithfully implemented this approach over the years. However, neither Justices nor commentators have developed a superior alternative approach. We believe that most Americans ought to prefer a return to Carolene Products, as superior (either philosophically or because of risk aversion) to leaving important constitutional precedents subject to the vagaries of highly partisan politics. Our approach builds upon insights of Justices Harlan Fiske Stone, Robert Jackson, and Thurgood Marshall. First, courts should consider challenges initially under the Equal Protection Clause. Second, the category of cases warranting heightened judicial scrutiny should be expanded to include those in which claimants can prove that they are excluded from the Madisonian factional “wheeling and dealing” that characterizes ordinary politics. Third, substantive due process claims should remain available, but only where claimants can demonstrate that animus or prejudice precludes their ability to use the political process to redress their grievances. -
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. -
A Review of John Hart Ely's on Constitutional Ground John D
Notre Dame Law Review Volume 73 | Issue 1 Article 23 6-1-1999 Living the American Dream: A Review of John Hart Ely's On Constitutional Ground John D. Feerick Follow this and additional works at: http://scholarship.law.nd.edu/ndlr Part of the Law Commons Recommended Citation John D. Feerick, Living the American Dream: A Review of John Hart Ely's On Constitutional Ground, 73 Notre Dame L. Rev. 213 (1997). Available at: http://scholarship.law.nd.edu/ndlr/vol73/iss1/23 This Book Review is brought to you for free and open access by NDLScholarship. It has been accepted for inclusion in Notre Dame Law Review by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. BOOK REVIEWS LIVING THE AMERICAN DREAM: A REVIEW OF JOHN HART ELY'S ON CONSTITUTIONAL GROUND John D. Feerick* I was privileged to be asked by the editors of the Notre Dame Law Review to review Professor John Hart Ely's book, On Constitutional Ground.' I was surprised by the invitation, however, since I have not been actively engaged in the discussions of the academy on the role of the Supreme Court, or more precisely, what theory of constitutional interpretation should be used by the Court in discharging its review- ing function. I confess that I initially thought the invitation was in- tended for one of the several constitutional law theorists on my school's faculty. When I realized that I did not have an "out" on this ground, I concluded that I had little choice but to take on the chal- lenge of reviewing this book by one of the formidable constitutional theorists of this century. -
Introduction to Positivism, Interpretivism and Critical Theory
Open Research Online The Open University’s repository of research publications and other research outputs Introduction to positivism, interpretivism and critical theory Journal Item How to cite: Ryan, Gemma (2018). Introduction to positivism, interpretivism and critical theory. Nurse Researcher, 25(4) pp. 41–49. For guidance on citations see FAQs. c [not recorded] https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Accepted Manuscript Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.7748/nr.2018.e1466 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Introduction to positivist, interpretivism & critical theory Abstract Background There are three commonly known philosophical research paradigms used to guide research methods and analysis: positivism, interpretivism and critical theory. Being able to justify the decision to adopt or reject a philosophy should be part of the basis of research. It is therefore important to understand these paradigms, their origins and principles, and to decide which is appropriate for a study and inform its design, methodology and analysis. Aim To help those new to research philosophy by explaining positivism, interpretivism and critical theory. Discussion Positivism resulted from foundationalism and empiricism; positivists value objectivity and proving or disproving hypotheses. Interpretivism is in direct opposition to positivism; it originated from principles developed by Kant and values subjectivity. Critical theory originated in the Frankfurt School and considers the wider oppressive nature of politics or societal influences, and often includes feminist research. -
Justifying the Natural Law Theory of Constitutional Interpretation
Fordham Law Review Volume 69 Issue 5 Article 22 2001 Justifying the Natural Law Theory of Constitutional Interpretation Michael S. Moore Follow this and additional works at: https://ir.lawnet.fordham.edu/flr Part of the Law Commons Recommended Citation Michael S. Moore, Justifying the Natural Law Theory of Constitutional Interpretation, 69 Fordham L. Rev. 2087 (2001). Available at: https://ir.lawnet.fordham.edu/flr/vol69/iss5/22 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]. CONSTITUTIONAL INTERPRETATION AND ASPIRATIONS TO A GOOD SOCIETY JUSTIFYING THE NATURAL LAW THEORY OF CONSTITUTIONAL INTERPRETATION Michael S. Moore* INTRODUCFION An interpretive problem always exists in preparing papers on pre- set topics in symposia such as the present one. The questions my fellow panelists and I were asked to address were: (1) whether (and to what extent) the aspirations for a good society should enter into judicial interpretations of the Constitution; and (2) whether such infusion of moral theorizing by judges was consistent with their duties of fidelity to the Constitution? The interpretive problem arises because of the different readings possible for the phrase, "aspirations for a good society." One reading suggested by these Fullerian phrases-"morality of aspiration," "fidelity to law"-is that we are to address the possibility/desirability of judges interpreting the Constitution so as to further both the public and private virtue of our citizens. -
Essays the Debate That Never Was
ESSAYS THE DEBATE THAT NEVER WAS Nicos Stavropoulos∗ In September 1994, Professor Ronald Dworkin presented a new paper at the NYU Colloquium in Legal, Political, and Social Philoso- phy. Earlier that year, the second edition of Professor H.L.A. Hart’s The Concept of Law had appeared, which now included as a postscript an edited version of an unfinished manuscript that Hart had left at his death.1 Hart’s Postscript (as it came to be known) was Hart’s re- sponse to Dworkin’s work. In part, the Postscript addressed Dworkin’s arguments from the late 1960s and early 1970s that had di- rectly discussed Hart’s claims in the book.2 But it also addressed Dworkin’s own theory of law, developed in the 1970s and early 1980s and, most fully and systematically, in Law’s Empire, which appeared in 1986.3 The paper that Dworkin presented at the Colloquium, entitled Hart’s Posthumous Reply,4 was a rebuttal of Hart’s claims in the Post- script. This was an exciting development: Dworkin’s manuscript cir- ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ∗ Associate Professor of Legal Theory, University of Oxford. I am grateful to Mark Greenberg, Scott Hershovitz, and George Letsas for comments and suggestions on an earlier draft. Special thanks to Michael Zuckerman and Ahson Azmat, as well as to Robert Batista, Jenya Godina, and other editors of the Harvard Law Review, for their helpful suggestions. Harrison Tait provided valuable research assistance. 1 H.L.A. HART, THE CONCEPT OF LAW (2d ed. 1994) (with a Postscript edited by Penelope A. Bulloch and Joseph Raz).