Learning the 'How' of the Law: Teaching Procedure and Legal Education
This article asks whether the way in which procedure is taught has an impact on the extent and accomplishments of a scholarly community of proceduralists. Not surprisingly, we find a strong correlation between the placement of procedure as a required course in an academic context and the resulting body of scholars and scholarship. Those countries in which more civil procedure is taught as part of a university degree—and in which procedure is recognized as a legitimate academic subject—have larger scholarly communities, a larger and broader corpus of works analyzing procedural issues, and a richer web of institutional support systems that inspire, fund, and shape the study of public justice.
Osgoode Hall Law Journal
Elizabeth Thornburg, Learning the 'How' of the Law: Teaching Procedure and Legal Education, 51 Osgoode Hall L. J. 45 (2013)