Las transgresiones respetuosas de la enseñanza del common law y el derecho civil en Quebec: lecciones del método transistémico de educación jurídica
Bibliographic record
Abstract
This article explores how the law is taught in the bi-juridical order of Quebec, where civil law and common law coexist. It focuses mainly on how the trans-systemic method of legal education was implemented and developed at the Faculty of Law of McGill University, in Canada. This method consists of teaching both legal traditions simultaneously and comparatively. It aims to enable its graduates to navigate Canada’s political and cultural tensions, engage in cross-cultural legal dialogues and practice in two legal systems. This approach emphasizes the coexistence of two legal systems, moving away from legalistic views and embracing legal pluralism. The article explains the different contextual layers surrounding the emergence and development of this trans-systemic method. It explains the macro-institutional context by presenting the tensions between Anglo-Canada and the province of Quebec; the meso-institutional context, which focuses on the discussions within the province and the law faculty; while the micro-institutional context presents how courses on obligations/contracts and tort/torts are taught.
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.008 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".