Resultado de búsqueda
The C.C. (Christopher Columbus) Langdell research notes and correspondence span the years 1852-1902. The bulk of the collection consists of Langdell’s handwritten notes and drafts for lectures, articles, and some of the case briefs that would appear in his books such as A Summary of Equity Pleading . The collection also contains ...
24 de oct. de 2009 · Langdell, C. C. (Christopher Columbus), 1826-1906 ... A second volume by Samuel Williston to supplement the cases selected by C. C. Langdell was issued ...
Langdell, Christopher Columbus nell'Enciclopedia Treccani - Treccani - Treccani. Giurista statunitense (New Boston, New Hampshire, 1826 - Cambridge, Massachusetts, 1906). Laureatosi al Harvard Law School nel 1854 e divenutone dean nel 1870, esercitò l'avvocatura a New York. È stato uno dei principali giuristi statunitensi della seconda metà ...
Se puede hacer un recuento histórico a partir del texto de Garvin (2003); en el artículo "Making the Case" señala que el pionero del método fue Christopher Columbus Langdell quien asistió a la Harvard Law School entre 1851 y 1854, donde se desenvolvió como asistente de investigación y bibliotecario; allí demuestra rápidamente su destreza principal: la investigación y los resúmenes.
Christopher Columbus Langdell (1826–1906) is arguably the most influential figure in the history of legal education in the United States, having shaped the modern law school by introducing a number of significant reforms during his tenure as dean of Harvard Law School (HLS) from 1870 to 1895.
This situation is more than a little ironic because the founder and great expositor of formalism is said to be none other than renowned Harvard Law School Dean Christopher Columbus Langdell LL.B. 1854. Today, 125 years after the fact, is it worth interrogating Langdell and formalism? What does it mean to be a formalist? Why is it so bad?
5 de abr. de 2010 · When he introduced the case method of teaching to Harvard Law School in the 1870s, Christopher Columbus Langdell permanently changed the shape of American legal education. Despite the enormity of Langdell’s influence on legal pedagogy, we understand surprisingly little about what he intended to accomplish with his innovations.
