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
civil procedure, legal education, teaching, scholarship, comparative law
Beth Thornburg, et al., A Community of Procedure Scholars: Teaching Procedure and the Legal Academy, 51 Osgoode Hall L. J. 93 (2013).