| Special Workshop Title: | Law Scholarship and Law Teaching: Technical or Theoretical? |
| Author: | Kaarlo Tuori |
| Paper Title: | Legal Science and the Coherence of Law |
| Abstract: |
One
of the most ambitious programmes proposals for guaranteeing the
systematic nature of the legal order was proffered by the German 19th
century Begriffsjurisprudenz (conceptual legal dogmatics), first
in the field of private law and then, towards the end of the century,
even in state law. The German-influenced school of conceptual legal
dogmatics had a profound impact in Continental Europe, including the
Nordic countries. In Finland, it maintained a dominant position well
into the 1950s; it was only the criticism of the analytical trend which
toppled the Begriffsjurisprudenz from its position. In the first
part of the paper, the main tenets of especially the state law variant
of the Begriffsjurisprudenz are briefly presented and, after
that, their analytical criticism is examined. The criticism focussed
especially on three issues: the conception of legal concepts as universally valid, as expressing the
immutable core of all law; the assumption of an inherent organic unity
of the legal order; and the method of legal induction. At least in German-oriented legal cultures, the main task of creating and maintaining the coherence of the legal order falls to the so-called general doctrines (Allgemeine Lehren) of different fields of law. Their role in the functioning of the legal system also attests to the position of legal scholarship as one of the legal practices which continuously produce and reproduce the law as a normative phenomenon and thus constitute its main “ontological support”. The division of labour between various legal practices in guaranteeing the law’s coherence and the overall role of the general doctrines in the legal system constitute the final topics of the paper. The role of the general doctrines is examined through the following grouping of their tasks: systematising, coherence-creating task; pedagogical task; constitutive-epistemological task; heuristic task; and argumentative-normative task. |
This page was last updated on: 2003-05-04.