Legal Consciousness and Its Significance for Law and Society Teaching Outside Canadian Law Schools
Bibliographic record
Abstract
One of the recommendations made in Law and Learning is that “[t]he teaching of law in the liberal arts and other faculties should be encouraged.” Earlier in its report, the authors acknowledged the existence of legal studies programs outside law faculties in Canada and emphasized that in these programs legal doctrine exerts much less influence on the direction of study than in law schools. Law teaching in these programs, the Consultative Group explains, “has many attractions. It relieves the subject of its professional training connotations, facilitates integration of legal study and research with parallel activities in other disciplines, and recognizes that law ought to be understood by and subject to the critical scrutiny of as many citizens as possible.” Although the praise in Law and Learning for legal studies programs outside law faculties and especially in faculties of arts and social sciences in Canadian universities is considerable, it is significant I believe that the report does not explain why the teaching of legal doctrine – legal rules – is not central to these legal studies programs, and in particular law and society undergraduate programs. Indeed, the demand from incoming undergraduate students and ordinary citizens is overwhelmingly for these programs to offer courses on legal doctrine. And some programs in Canadian universities comply. Why not teach legal doctrine in these programs? Why should the study of law in these programs be so different from that found in Canadian law schools?
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.015 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.006 | 0.005 |
| Science and technology studies | 0.060 | 0.060 |
| Scholarly communication | 0.024 | 0.007 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.013 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".