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Record W2232551521

The Separation of Church and Date: Destabilizing Traditional Religion-Based Legal Norms on Sexuality

2003· article· en· W2232551521 on OpenAlexaffabout
Bruce MacDougall

Bibliographic record

VenueeYLS (Yale Law School) · 2003
Typearticle
Languageen
FieldSocial Sciences
TopicMulticultural Socio-Legal Studies
Canadian institutionsUniversity of British Columbia
Fundersnot available
KeywordsSupreme courtLawHomosexualitySexual orientationPrincipal (computer security)Economic JusticePolitical scienceLesbianSociologyGender studies
DOInot available

Abstract

fetched live from OpenAlex

The 2002 case of Hall v. Powers brought into sharp focus the conflict between the constitutional guarantees for religion and for non-discrimination on the basis of sexual orientation. The case arose out of the desire of a student, Marc Hall, attending a Roman Catholic school in Ontario, to take his boyfriend to his high school prom. Because the boyfriend was not a student at the school, Hall was required to submit the name of his date to the school for approval. The principal denied Hall permission to attend the prom with his boyfriend, and the school board refused to reverse the principal's decision. Hall sought an interlocutory injunction - granted by Ontario's Supreme Court of Justice at the eleventh hour, just before the prom was to begin - restraining the defendants from preventing his attendance at the prom with his boyfriend. The Hall case serves to bring into focus issues that have been developing for the past ten years on just what it means to give constitutional equality protection to gays and lesbians and how that-protection can "fit" with other constitutional guarantees. The deep-seated-traditional norms, many of them religion-based, that lay in the background in the other cases and were there only indirectly raised, come to the fore in Hall: the relationship between children and homosexuality, and between religion and homosexuality, the conflict between equality and other constitutional guarantees, the legal characterization of homosexuality (an issue of morals or-of equality?), the meaning of equality. In this paper the author explores some of-these facets and the tension they generate. The author suggests that in the context of the cases on sexual orientation, the jurisprudence in the past decade has tended towards a sharpening of focus in-the tension between the goal of sexual orientation equality and certain-religious views. Although those religious views remain largely unchanged, the legal and social position of minority sexualities, particularly homosexuality, has changed. Another development to note is that the controversy that attended gay and-lesbian issues only a decade ago is now beginning to turn to other issues of-sexuality. No doubt much of the litigation in those areas will follow the pattern of the gay and lesbian cases and those cases will be relied on. The early cases in each new category of sexuality will tend to be ones of definition or assignment of status; the later cases will tend to be about place in-institutions and social participation. The legal response to issues involving gays and lesbians will not necessarily presage the answers that will be forthcoming for issues involving other sexualities. The tension with religious positions will, however, I suggest, be-similar. With the Hall case providing a focal point in this paper, the author comments on the following issues that arise out of the litigation on sexual-orientation equality and the challenge that litigation and equality presents to established religion-based norms: 1) the scope of equality and whether it extends to purely celebratory issues such as a high school prom; 2) whether a case about gays and lesbians should really be characterized as one of morality or of equality; 3) the tension between constitutional protections of religion and sexual orientation; 4) the concern that decisions in favour of plaintiffs like Hall will open the floodgates to similar claims from other "deviant" sexualities who claim similar positions. In many respects, these issues overlap and, therefore, the divisions used are for ease of exposition rather than because the issues themselves demand it. There is a principled response to-each of these issues that should be borne in mind by judges and legislators who are called on to decide such issues. The question of how situations involving other sexuality issues should be addressed is, however, more-complex. While they will certainly raise similar issues, whether the response should be the same is another question.

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)0.001
metaresearch head score (Gemma)0.001
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: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.969
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0020.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
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 head0.041
GPT teacher head0.319
Teacher spread0.278 · 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

Citations1
Published2003
Admission routes2
Has abstractyes

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