MétaCan
Menu
Back to cohort
Record W3121581988

Constitutional, Remedial, and International Dialogues about Rights: The Canadian Experience

2005· article· en· W3121581988 on OpenAlexaboutno aff
Kent Roach

Bibliographic record

VenueTexas international law journal · 2005
Typearticle
Languageen
FieldSocial Sciences
TopicJudicial and Constitutional Studies
Canadian institutionsnot available
Fundersnot available
KeywordsLawLegislatureSupreme courtScholarshipConversationPolitical scienceJudicial opinionSociologyJudicial activismJudicial reviewGlobalizationConstitution
DOInot available

Abstract

fetched live from OpenAlex

I. INTRODUCTION It is striking that this symposium on globalization and the judiciary should select the concept of judicial dialogue as one of its central themes. The idea of dialogue is in some respects an implausible way to describe the authoritative act of judging. Judges, at the end of the day, do not enter into dialogue or a conversation with anyone. In a jurisprudential sense, they decide cases according to their view of the law. Institutionally, they expect their decisions will settle disputes and be obeyed, not start conversations. Nevertheless, the idea of judicial review as a form of dialogue between courts and legislatures has caught on in recent years among both judges1 and commentators2 in Canada. It is now gaining increasing attention in other parts of the world as well.3 President Barak of the Supreme Court of Israel discussed the idea of a constant dialogue between the judiciary and the legislature in his path-breaking Foreword in the Harvard Law Review,4 and the concept has been discussed in recent writings about judicial review in both the United Kingdom5 and Australia.6 Discussion of dialogue is also found in scholarship about law and institutions.7 The idea of judicial dialogue is gaining increasing attention and this attention only makes it more important to be precise about the many different meanings of judicial dialogue and to examine the consequence of conceiving of judging as part of a dialogue. The idea of dialogue is in many ways a more plausible way to understand globalization and some forms of law than judicial review under domestic law. A globalized world is one where people, including judges, engage in multiple and ongoing conversations that cross borders. It is hopefully a world characterized by a sense of openness, modesty, and willingness to learn from others. Justice L'Heureux-Dube, recently retired from the Supreme Court of Canada, has spoken about the importance of a two-way dialogue between courts of different countries and has contrasted the idea of dialogue with a more authoritarian, monological, and colonial idea of the reception of laws.8 The metaphor of dialogue may also be particularly appropriate to understanding some forms of law. As two leading Canadian lawyers have stated, international law most commonly works horizontally, through processes such as normative discourse and negotiation, as opposed to the hierarchical processes of adjudication or enforcement,9 most commonly associated with traditional domestic law. The idea of judgments as part of an ongoing dialogue about the treatment of rights fits into a globalized world where authority is disaggregated10 and judgments are the start of a continued process of critical self-reflection and dialogue as opposed to being final commands that must be obeyed with no questions asked. In this paper, I will examine five different but related forms of dialogue that do not in themselves exhaust all the possible meanings of dialogue in law.11 The first form of conversation and interchange will be the dialogue that occurs between different constitution makers in the making of constitutions. The second will be the dialogue that occurs between courts and legislatures in the context of judicial review and, in particular, the ability of legislatures under many modern bills of rights to enact laws limiting and even overriding rights as interpreted by the courts. The third will be the dialogue that occurs when courts issue remedies that have implications for the executive and legislative branches of government, but allow the elected branches of government a range of possible responses. The fourth form of dialogue concerns the impact of nonenforceable decisions of bodies, such as the U.N. Human Rights Committee, on domestic jurisdictions such as Canada. The final form of dialogue concerns the use that domestic courts make in dualist systems of nonbinding comparative and law in their decisions. …

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)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies, Insufficient payload (model declined to judge)
Consensus categoriesScience and technology studies
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.977
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0040.005
Scholarly communication0.0010.001
Open science0.0010.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

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 head0.043
GPT teacher head0.317
Teacher spread0.275 · 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; both teacher heads agree on what is shown here.

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

Citations7
Published2005
Admission routes1
Has abstractyes

Explore more

Same venueTexas international law journalSame topicJudicial and Constitutional StudiesFrench-language works237,207