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A Study in Legal History Volume I: Fiat Justitia: Lord Denning and the Common Law
Author: Charles Stephens
Date Of Publication: Sep 2009
Isbn13: 978-1-4438-1244-3
Isbn: 1-4438-1244-7
Writing about Lord Denning in the Oxford Dictionary of National Biography, Lord Goff wrote that ‘Denning was a great master of the common law….he was one of the greatest and most influential judges ever to sit on the English bench….few would dispute that Denning was the greatest English judge of the twentieth century’. Lord Goff added that Lord Denning ‘taught the English judiciary that the common law cannot stand still [but] must be capable of development on a case by case basis; to ensure that the principles of the common law are apt to do practical justice in a living society’. Fiat Justitia is concerned with Lord Denning’s place in the common law tradition, as defined by Fortescue, Coke and Blackstone. Lord Denning’s approach to the role of the Judge, and the use of judicial discretion, set in the context of the common law tradition, and the assessments of his contemporaries, is evaluated with particular attention being paid to his understanding of precedent, statutory interpretation, individual rights and control of the abuse of power. Lord Denning’s jurisprudence, as an expression of the common law tradition, is also considered in relation to current developments in the law.
Charles Stephens was educated at Shrewsbury School and New College Oxford, of which he was a Scholar. He has been awarded an MA in Modern History by the University of Oxford and an LLB and PhD by the University of London. He is currently a Lecturer in Law at the Open University and Head of Politics at Queen’s College, Harley Street. Since 1985, he has been engaged in research on the history of Britain between 1945 and 1979. His study of the jurisprudence of Lord Denning is the first fruits of that research.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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