2,600 research outputs found
L. J. Du Plessis as Regsdenker
This article seeks to explain some of the outlines of the legal philosophy of L. J. du Plessis, without pretending that a meticulously coherent system of thought can be deduced from his deverse legal writings. Much rather the claim is made that his endeavours display a marked “environmental involvement", hence placing his contribution in the framework ofthe South African jurisprudential scene o f his time, andthe mainstream o f twentieth-century Reformational (or Neo-Cahinist) thought.Even though Du Plessis relies heavily on the Dooyeweerdian Philosophy o f the Comonomic Idea, he also shows himself to be a profoundly original thinker at the same time. The spearhead of this originality manifests itself in the way in which het intergrates a socto-eschatological view o f reality in his legal thought, to an extent unsurpassed by his like-minded contemporaries. The first part of the this article introduces Du Plessis as a jurist displaying a marked environmental sensitivity. It also attempts to contextualixe bis contributionin the field o f legal theory. The second part deals with the foundationallines i along which his legal thought had developed as well as the distinctivecharacteristics o f his contribution
The National Credit Act: Debt counselling may prove to be a risky enterprise
Debt counselling, and debt counsellors, have been introduced in the National Credit Act. The Act assists consumers in controlling debt, but the viability for an individual to register as a debt counsellor is questioned. The requirements (and exclusions) to qualify as debt counsellors, their necessity in identifying reckless lending transactions and their functions in the processes of debt review and debt rearrangement are discussed. Certain categories of persons who may normally incorporate debt counselling as part of their practices and who do not qualify in terms of the Act, is indicated. Debt counsellors’ responsibilities and accompanying risks, at a prescribed fee tariff, are indicated when the debt review processes, from applications by consumers who are not over-indebted, voluntary and involuntary debt rearrangement, until the issuing of clearance certificates, are assessed. An inevitable deduction is that practice as a debt counsellor may be impossible when the financial layout required is assessed. Individuals who, due to their training and experience in the positions they hold, would have been well placed to practice as debt counsellors is shown to be unable to practice as such in terms of the Act. These individuals will be compelled to establish private enterprises to enable them to practise as debt counsellors, which will be impossible at the current prescribed fee tariff
Clinical legal education: Identifying required pedagogical components
Clinical legal education is mainly a practical course, although it includes training in the substantive law. University law clinics generally have to satisfy two main objectives, namely teaching of students and service to the community. Clinical teaching methods can make distinctive contributions to student learning. Clinical pedagogy consists of three main categories, namely the clinic experience, classroom instruction and tutorial sessions. These, as well as specialised clinical units, are discussed. Clinic duties expose students to real consultations with live clients posing with real problems, ensuring a sustainable platform for teaching and learning. Classroom instructions are required for substantive law review and teaching in fields such as professionalism and ethics. Tutorials are the most focused form of instruction, where the clinical experiences and classroom instructions are transferred into legal practice
Clinical legal education: Planning a curriculum that can be assessed
Surveys conducted in a selection of jurisdictions are discussed to determine whether clinical legal education should be a core and mandatory course in the LLB curriculum. The focus of a university law clinic and the role of the clinician are examined. The pedagogy that must be used in clinical legal education is explored. The discussions specifically consider skills, values and expected outcomes for the course, as well as effective assessment programmes and common requirements for the design of a curriculum
The protection of religious rights in South Africa’s transitional constitution
This article explains in outline how religious rights and freedoms are protected in South Africa's transitional constitution. It not only deals with these rights and freedoms as such, but also with related rights and freedoms which amplify and enhance constitutional entitlements in the religious sphere. The operation of section 14 of the constitution (in which religious rights and freedoms are mentioned by name) and o f related provisions is also discussed with reference to the operation of the bill of rights as a whole. The freedom of religion provisions in the constitution are furthermore assessed in view of:a clause proposed as an addendum to a Declaration on Religious Rights and Responsibilities approved and adopted by a National Inter- Faith Conference held under the auspices of the South African Chapter of the World Conference on Religion and Peace, and (to a lesser extent)certain universally accepted standards for the protection of religious rights and freedoms.Specific articles of the Declaration on Religious Rights and Responsibilities itself are also taken into account but the declaration as a whole is not considered
Between reform and transformation: Shalom for South Africa?1
Tussen hervorming en transformasie: Shalom vir Suid – Afrika? In hierdie artikel word uitgegaan van die standpunt dat daar in Suid -Afrika feitelik konsensus bestaan oor die noodsaak vir ingrypende sosio-politieke verandering, maar dat menings oor hoe en in watter rigting sodanige veranderin g moet plaasvind, wyd uiteenloop. Daar word twee basiese benaderings ten opsigte van verandering onderskei, naamlik 'n reformistiese en 'n transform istiese benadering. Binne die reformistiese kategorie word weer 'n reaksionêre en 'n pragmatiese groepering onderskei en binne die transformistiese kategorie 'n pragmatiese en revolusionêre groepering. Veranderingstrategieë wat tot die bogemelde groepe se beskikking is, word ondersoek. Klem word veral op drie moontlike strategieë gelé: politieke mobilisering, geweld en isolasie. Ten slotte word oorweeg of Christene in Suid-Afrika 'n bydrae tot politieke verandering kan lewer. Daar word tot die gevolgtrekking gekom dat dit wel moontlik is, maar dat skouspelagtige resultate nie verwag moet word nie
Clinical legal education: The assessment of student collaboration and group work
Clinical legal education (CLE) should be a mandatory or core course in the LLB curriculum and the focus of a university law clinic must be CLE, namely student training. A recurring assessment challenge is large student numbers. The best solution was found in grouping students together in student firms for collaborative work; this also has strong educational benefits. When assessing students working in collaboration, a fair assessment strategy must be employed, as all group members receive the same mark. Clinicians must develop and implement clear grading criteria, in the form of rubrics, which will enable them to grade numerous assignments consistently and fairly. Peer and self?assessment are considered to allow for individual marks in addition to the group mark. Models of firm and group?work assessment and marking criteria are suggested. The use of both collaboration and rubrics can simplify the grading process, which allows clinicians to conduct multiple assessments and feedback consistently and fairly. Samples of a number of rubrics and surveys are provided
Ekonomiese ontwikkeling en samewerking in Afrika*
Gedurende die afgelope dekade het verreikende konstitusionele veranderinge in Afrika plaasgevind, en daar is vandag meer as dertig state in Afrika onafhankelik, teenoor slegs vier in 1954, naamlik Egipte, Ethiopië, Liberie en Suid-Afrika. Benewens die mandaatgebied Suidwes- Afrika, wat ’n ekonomiese eenheid met die Republiek van Suid-Afrika vorm; die Britse Kolonies Kenia, Suid- Rhodesië en Gambië; ses protektorate Basoetoland, Betsjoeanaland, Noord-Rhodesië, Njassaland, Swaziland en Zanzibar-Pemba en oorsese provinsies van Europese lande, nl. die Portugese Angola, Mosambiek en Guinee, en Spaans-Guinee, Ifna en Spaans Sahara, Centa en Mililla, en Frans Somaliland, is daar tans die volgende onafhanklike gebiede: Boeroendi, Ethiopië, Libië en Marokko, wat monargieë is; Algerië, Dahomie, Egipte, Gaboen, Ghana. Guinee, Ivoorkus, Kameroen, Kongo (Leopoldstad), Kon go (Brazzastad), Liberië, Malagassie (Madagaskar), Mali, Mauritanië, Niger, Roeanda, Senegal, Sentraal-Afrikaanse Republiek, Soedan, Somalië, Suid-Afrika, Tanganjika, Togo, Tsaad en Tunisië, wat republieke is; en Sierra Leone, Nigerië en Oeganda, wat as statebondslande dominiumstatus het
Reg en etiek – Enkele implikasies
Sodra enige wetenskaplike die etiek as sodanig, of die regswetenskaplike die etiek in sy samehang met die regswetenskap wil gaan besien, kan hy seker wees dat hy vir homself ’n turksvy gepluk het. Dit ontneem horn egter nie sy wetenskaplike verantwoordelikheid om hierdie turksvy te probeer afskil nie
Staatsveiligheid in teoreties-prinsi-piële perspektief*
This article endeavours to delineate the need for a theoretically sound definition of state security (and law and order) and proposes such a definition taking cognisance of jurisprudential and politico theoretical givens. Relevant statutes, precedents and legal writings are considered in an attempt to trace current definitions of the concept, and it is concluded that an ample definition is still lacking within the South African context. The author proceeds to explain his own jurisprudential and politico theoretical premisses, whereafter a definition of state security is proposed and explained. In final conclusion this definition and its implications are applied to aspects of the situation in South Africa
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