Volume 17, Issue 4

Volume 17 (2024)

Publication date: 12.2024

Description

The publication was funded by the Faculty of Law and Administration of the Jagiellonian University granted within the Priority Research Area Heritage under the program “Excellence Initiative” at the Jagiellonian University in Krakow.

The journal was supported by the Minister of Education and Science under the programme „Development of scientific journals” for the years 2023–2024 (contract no. RCN/SP/0307/2021/1).

Cover design: Paweł Bigos

Licence: CC BY 4.0

Editorial team

Editor-in-Chief Prof. dr hab. Krystyna Chojnicka

Deputy Editor-in-Chief Dr hab., Prof. UJ Maciej Mikuła

Secretary Dr Kacper Górski

Editors Dr hab. Krzysztof Fokt, Dr hab., prof. UG Michał Gałędek, Dr hab. Jan Halberda, Dr hab., prof. UKW Karol Siemaszko, Dr hab., prof. UMK Anna Tarnowska, Dr Anna Ceglarska, Dr Jakub Pokoj, Dr Damian Szczepaniak

Thematic Editor Prof. dr hab. Dorota Malec

Editors of the Issue 4 Dr hab., Prof. UJ Maciej Mikuła, Dr hab., prof. UMK Anna Tarnowska, Dr Kacper Górski

Issue content

Articles

Polski wykład z prawa rzymskiego w postmodernistycznym świecie

Maciej Jońca

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 419-431

https://doi.org/10.4467/20844131KS.24.036.21020

The content of most Polish textbooks on Roman law is based on schemes that date back to the 19th century. In the 20th century, Polish jurisprudence was greatly influenced by the doctrine of the German historical school. The manifestation of this remains both the systematics of modern textbooks and their content. However, times have changed. We are witnessing universal processes such as globalization, decolonization, digitization, decodification, etc. Presenting ancient material to students without a modern commentary makes no sense. A Roman law lecture should contribute to building an intercultural dialogue, not unreflectively duplicate content that is tedious at best and annoying at worst. If Roman law is to maintain its status as the most important propaedeutic subject that Polish students learn in the first year of law, it must begin to relate to current realities. Our own cultural identity should be taken into account, and the solutions created by the Romans must be shown to a greater extent in comparative terms.

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Czy i jak uczyć historii prawa na studiach prawniczych? Kilka refleksji o stanie i perspektywach przedmiotów historycznoprawnych w polskiej edukacji prawniczej

Tomasz Kucharski

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 433-457

https://doi.org/10.4467/20844131KS.24.037.21021

Political, social, and economic changes and the progressing evolution of legal systems challenge legal historians to repeatedly read the role of their discipline in legal education. Frequently, the fruitful discussion is replaced by repeating general statements formulated to justify the thesis accepted in advance that preserving the legal history position in the legal study schedule is necessary. Existing justifications for teaching legal history to students of law faculties were created on various approaches, especially legal positivism and the idea of the contextual and interdisciplinary approach to legal studies. Current legal history is divided between supporters of two concepts – antiquarianism and presentism. The dynamic development of other contextual subjects is not without an influence on legal history position, especially legal sociology. The problem is enlarged by the financial and personal situation of legal history institutes on Polish legal faculties. All the above-mentioned dilemmas force legal historians to discuss a shared vision, if, to what extent, with what assumptions, and how (in what ways and methods) to teach legal history to law students. First, the author tries to analyze the situation of legal history in the present curriculum of Polish legal studies. He tries to argue that legal students in their first year of education cannot learn contextual legal history. Those grand ambitions need to be abandoned; we need to focus on being a propaedeutic subject, supplementing introduction to legal studies. The author also attempts to present the perspectives and possibilities of teaching legal history if even good curriculum reform in legal faculties is enforced.

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Historia doktryn politycznych i prawnych. Refleksja fronetyczna

Iwona Barwicka-Tylek

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 459-484

https://doi.org/10.4467/20844131KS.24.038.21022

The article’s primary focus is an inquiry into the scientific and didactic potential of the history of political and legal doctrines. The text is divided into two sections. The initial and more extensive section draws upon contemporary interest in the practical philosophy of Aristotle, as it analyses his concept of practical wisdom (phronesis). It is argued that the specificity of this kind of knowledge (its timesensitivity and the stress put upon human action) makes it possible to include history as an important aspect of the education of lawyers. The second part of the article presents a detailed account of the didactic practices employed in the teaching of the subject “History of Political and Legal Doctrines” at the Faculty of Law and Administration of the Jagiellonian University.

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Dydaktyka na ćwiczeniach z powszechnej historii prawa – studium przypadku

Piotr Michalik

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 485-503

https://doi.org/10.4467/20844131KS.24.039.21023

In this article, the author presents in the form of a case study the causes, course, and effects of developing his didactic workshop of exercises in the general legal history in the context of the contemporary achievements of academic didactics. The main axis of the evolution of the author’s workshop, which took place in the era of the IT revolution and the COVID-19 pandemic, was the gradual transition from the use of methods appropriate for the teacher-centered learning (TCL), to methods aimed at student- -centered learning (SCL). The aim of the article is to contribute to the revival of the exchange of views and experiences by the academic teaching the history of law and other legal subjects, also in order to stimulate mutual evaluation of classes in the form of kind, but also critical peer feedback.

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Materials

Konkluzje Raportu Komisji Dydaktyki Polskiego Towarzystwa Historii Prawa. Nowoczesna historia prawa we współczesnej edukacji prawniczej. Organizacja – teraźniejszość – perspektywy – ruch studencki

Anna Tarnowska, Tomasz Kucharski

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 505-521

https://doi.org/10.4467/20844131KS.24.040.21024

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Debata nad Raportem Komisji Dydaktyki Polskiego Towarzystwa Historii Prawa (Toruń, 22 września 2023 r.)

Anna Tarnowska, Dorota Wiśniewska, Jan Halberda, Michał Gałędek, Iwona Barwicka-Tylek, Maciej Mikuła, Beata J. Kowalczyk, Izabela Leraczyk, Magdalena Wilczek-Karczewska, Łukasz Jan Korporowicz

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 523-538

https://doi.org/10.4467/20844131KS.24.041.21025

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Reviews and review notes

Korporowicz, Łukasz Jan, ed. Teaching Legal History – History of Legal Teaching (Acta Universitatis Lodziensis, Folia Iuridica 99 [2022]) (pp. 192, ISSN 0208- 6069; e-ISSN 2450-2782)

Karol Dąbrowski

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 539-542

https://doi.org/10.4467/20844131KS.24.042.21026

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Chronicle of scholarly events

Report from DIOGENES Kick-off Meeting in Kraków, October 12–13, 2023

Piotr Alexandrowicz, Paweł Kaźmierski, Przemysław Pałka, Izabela Wasik

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 543-547

https://doi.org/10.4467/20844131KS.24.043.21027

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Ogólnopolska Konferencja Naukowa poświęcona pamięci prof. dr. hab. Ryszarda Łaszewskiego (Toruń, 24 maja 2024 r.)

Damian Szczepaniak

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 549-550

https://doi.org/10.4467/20844131KS.24.044.21028

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Research projects reports

FONTES – Fostering iNnovative Training in the Use of European Legal Sources

Krzysztof Fokt, Kacper Górski, Paulina Kamińska, Łukasz Marzec, Maciej Mikuła

Cracow Studies of Constitutional and Legal History, Volume 17, Issue 4, Volume 17 (2024), pp. 551-554

https://doi.org/10.4467/20844131KS.24.045.21029

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Files to download

Title and imprint pages PDF Table of contents PDF Abbreviations PDF

Słowa kluczowe: Roman law, legal education, postmodernism, legal history, legal education, legal positivism, presentism, antiquarianism, phronesis, legal education, history of political and legal thought, academic didactics, didactic methods, general legal history exercises, student-centered learning, Kahoot, Blackboard, Polish Society of Legal History, report, legal history, teaching legal history, legal education, legal education, legal history, DIOGENES, legal history, conference, networking group, conference, Ryszard Łaszewski, Nicolaus Copernicus University in Toruń, ERASMUS, legal history, legal historical sources, Middle Ages, project

Funding information

The journal was supported by the Minister of Education and Science under the programme „Development of scientific journals” for the years 2023–2024 (contract no. RCN/SP/0307/2021/1).