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Record W2201732302

Limiting Constitutional Rights

2007· article· en· W2201732302 on OpenAlexaboutno aff
Stephen Gardbaum

Bibliographic record

VenueSSRN Electronic Journal · 2007
Typearticle
Languageen
FieldSocial Sciences
TopicJudicial and Constitutional Studies
Canadian institutionsnot available
Fundersnot available
KeywordsPolitical scienceCharterLegislatureFundamental rightsLawLaw and economicsConstitutional lawJudicial reviewConstitutional economicsSubstantive due processAdjudicationDemocracySubstantive rightsHuman rightsConstitutionSociologyPolitics
DOInot available

Abstract

fetched live from OpenAlex

The structure of constitutional rights in the United States and most other liberal democracies grants to legislatures a limited power to override constitutional rights. This limited power contrasts with an absolute one, as enshrined in section 33 of the Canadian Charter of Rights and Freedoms, and is also both general and non-interpretive in nature, unlike the substantive view of Congress's power under Section 5 of the Fourteenth Amendment. This override power tends to be obscured in the United States by the unique absence of express limits on rights and, thus, a textually mandated two stage process of rights adjudication. Indeed, this absence also helps to explain why the whole topic of limits on rights is strangely under-theorized in the United States. In this Article, I first highlight the existence and nature of the limited legislative power to override constitutional rights in the United States and elsewhere. I then present a normative justification of this power and the modern structure of rights as presumptive shields rather than peremptory trumps that underlies it. This case needs to be made because it is not obvious or self-evident that constitutional rights should be overridable by legislatures in the face of their conflicting public policy objectives. In presenting this case, I also aim to respond to the highly influential, but largely unanswered, antibalancing critique in constitutional law. Specifically, I offer a democratic justification -- that, at least when certain constitutional criteria are satisfied, legislatures should be empowered to promote public policies that conflict with entrenched rights for democratic reasons. My justification in turn has important consequences for how courts should go about their task of reviewing exercises of this power.My specification and defense of the limited legislative override power also provide fresh perspective on two other vigorous debates in contemporary constitutional theory. First, both opponents and proponents of judicial review have overlooked the important role that this near-universal power plays in rendering modern systems of judicial review less vulnerable to democratic critiques. Second, this power represents an alternative form of popular constitutionalism that does not challenge - indeed is entirely consistent with -- the interpretive supremacy of the U.S. Supreme Court and other constitutional courts.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.004
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.875
Threshold uncertainty score0.998

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0040.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0030.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.016
GPT teacher head0.287
Teacher spread0.271 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations47
Published2007
Admission routes1
Has abstractyes

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