Dr. Anna Julia Cooper was born into slavery at a time, when the 1831 Act prohibited the teaching of literacy to enslaved people in North Carolina in order to prevent rebellion and emancipation. Despite this, she was the fourth (known) Black female Ph.D. and the first African American woman to receive a doctorade from the Sorbonne University. She is still considered a mother of Black feminism and a formidable writer, activist, and educator.
Wer sich anschickt, ein System zu ändern, das in seinen wesentlichen Zügen seit 153 Jahren unverändert geblieben ist und dessen Einführung damit länger zurück liegt als die Gründung des Deutschen Reiches im Spiegelsaal von Versailles, der muss mit Abwehrreflexen rechnen. Denn spricht nicht gerade diese hervorstechende Beständigkeit der juristischen Ausbildung für die Beibehaltung des jetzigen Systems? So schlecht kann etwas, das schon immer so gemacht wurde, ja nicht sein. Oder? Eine Erwiderung an den am 29.06.2022 in der FAZ erschienenen Artikel „Der Bachelor ist ein Loser-Abschluss“ von Tiziana Chiusi.
As the last couple of episodes of our podcast have demonstrated, preserving the rule of law depends to a large quantity on people working in legal professions. What prosecutors, judges, attorneys, and, to a large degree, people working in the executive branch have in common, is a law degree. This means that we have to turn to legal education itself in order to find answers to the question how rule of law systems may remain or become resilient against authoritarian backsliding. Are current legal education systems in the EU equipped for this task? How are they affected by the turn to authoritarianism and illiberalism in a number of member states? And what are intrinsic shortcomings of academic and professional legal education?
Yesterday, András Jakab talked about the 'moral dilemmas' that constitutional scholars face when teaching in a country where the rule of law is eroding and illustrated some possibilities to deal with them. WOJIECH SADURSKI disagrees.
We often (here and here) talk about the methodological challenges that autocratizing regimes pose to constitutional scholars. However, so far we have not given enough attention to the moral dilemmas that constitutional law scholars face on a daily basis when teaching at universities that are geographically located in autocratizing countries. Constitutional law professors in such regimes are today facing moral dilemmas that they definitely did not sign up for when they originally chose their jobs. Traditionally, in continental legal cultures, university education focuses on doctrinal-conceptual legal thinking (Rechtsdogmatik) which systematizes elements of positive law (legal provisions, judicial decisions) along key concepts, with the help of doctrinal academic writings. All this presupposes a minimum level of the rule of law, and exactly this is fading away in autocratizing countries.
13. September 2025
Giovanni Capoccia
12. September 2025
Anne Peters
12. September 2025
Anne Peters