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FromtheEditors
Universitystudiesmeanthecriticalreadingoftexts,andalsoreec-
tion.Thelattershouldbestimulatedbylecturesandtutorials,and
bydiscussion.Inanattempttomeettheneedsofstudents,weońer
hereahandbook(inEnglish)forthestudyofthephilosophyoflaw.
Aninnovativeideaunderliesthishandbook-teachinganaspect
oflawthroughquestionsandanswers.Itisbasedonaphilosophi-
calapproachtothestudyoflaw.Teachingthephilosophyoflaw
is,indeed,substantiallydińerentfromthatofmorestandardlegal
subjects.Inthephilosophyoflaw,settingmanyshortquestions
alongwithequallybriefanswersdoesnotseemreallypossible.
Philosophyoflawisofadescriptive,normative,andalsoadiscur-
sivenature.Thisdiscursivequalityańectshowthesubjectcanbe
learnedand,thus,taught,andalso,initsfinalphase-if,indeed,
withregardtophilosophy,itisevenpossibletotalkofafinalphase
-howstudents’knowledgecanbetestedduringexaminations.
Inpreparingthishandbook,theauthorshavedrawnonEng-
lish-languagemodels-inthefirstinstance,ontheRoutledge
Questions&AnswersSeries:Jurisprudence2013-2014byDavid
Brooke(NewYork2013).Thereisnodoubtthatthisbookhas
beenasourceofinspirationforus,forallthatwehavedeviated
fromthemodelitestablishes.Thatbookistheworkofoneau-
thor,whileourhandbookhasbeenwrittenbyaeleven-person
teamofauthors.Itdoesnotneedtobestressedthatatextby
oneindividualdińersfromthatwrittenbyagroupofauthors.
Theformerwillbedistinguishedbyagreaterdegreeofhomoge-
neity,includingthatofform,construction,andstyle,whileacol-
lectivelywrittenworkmakesitpossibletohaveavaried,diverse,
andmulti-perspectiveviewofandapproachtothetopicsthatit
covers.Thus,itisbothaclearadvantage,andyetalsosomething
ofadefectinabookthataims,nonetheless,tobeahandbookfor
teachingitssubject.
FROMTHEEDITORS
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