350 extractive question-and-answer pairs built from the source document, published by ugc.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 247 of the 350 pairs (70.6%) are explanatory questions and 103 restate a figure. 98.57% of rows pass the corpus quality gate.
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Strong coverage with minor gaps in documentation or freshness.
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First 10 of 350 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the workload like for law teachers in terms of subjects taught each year? | the workload for Jaw teachers very heavy but also in most cases they are required to teach, in each year, more than two subjects | 2.17 Not merely is the workload for Jaw teachers very heavy but also in most cases they are required to teach, in each year, more than two subjects. It was reiterated at every workshop that heavy teaching work- load, the need to teach more than two subjects, and frequency of change (in some instances) in teaching allocations, affected adversely the quality of teaching. | 19 | definition | 1.000 | Not merely is the workload for Jaw teachers very heavy but also in most cases they are required to teach, in each year, more than two subjects. | 44 | page=44,ocr=1 | 0.850 | valid |
| What is described as a part of the social process? | a part of social process and hence structuring and tailoring of course-content of compulsory and optional papers be done by each law school | . Legal process is a part of social process and hence structuring and tailoring of course-content of compulsory and optional papers be done by each law school. This function should effectively be discharged so as to inject the element of social relevance in the course-content. | 19 | definition | 1.000 | Legal process is a part of social process and hence structuring and tailoring of course-content of compulsory and optional papers be done by each law school. | 68 | page=68,ocr=1 | 0.850 | valid |
| What does the LL.M. curriculum focus on studying? | studying at an ‘‘advanced’’ level what was studied at a ‘‘preliminary”’ level in LL.B. | Eleventh, the demoralization of younger and the middle level law teachers is also due substantially to the feudal patterns of administration of law schools, the wrong exemplarship provided by senior Jaw teachers, and the failure to follow strict academic criteria whether in initial recruitment or subsequent promotion. 1. As regards LL.M. studies, despite some efforts to the contrary the LL.M. curriculum primarily involves studying at an ‘‘advanced’’ level what was studied at a ‘‘preliminary”’ level in LL.B. attitude is amply evidenced by students and teachers alike—-e.g. when a relatively ‘‘tough”’ or demanding question in a subject appears in an LL.B, paper the usual comment is ‘‘This is an LL.M., not a LL.B., level Instead of an LL.B. degree providing a student with sound grasp of law for further LL.M. studies, it is generally the case that the LL.M. degree a poor LL.B. degree. | 426 | definition | 1.000 | curriculum primarily involves studying at an ‘‘advanced’’ level what was studied at a ‘‘preliminary”’ level in LL.B. attitude is amply evidenced by students and teachers alike—-e.g. | 7 | page=7,ocr=1 | ||
| What is the traditional conceptualization of law in the common law world? | in terms of judicial process | Both these objectives (modernization, social relevance) themselves are not self-evidently clear. 2. What can one mean by the demand: your curriculum’’? In one sense, if may simply mean that the curriculum is foo traditional, too overlaid with affinities to a past which is neither wholly relevant nor irrelevant so the present and a foreseeable future. Curricular traditiona- lism may be related to, or arise from, traditional (or customary) approaches to the notion of law and the role of legal process in society or concepts of legal profession or the items in one’s analytical toolkit. 2. the traditional conceptualization of the law, in the common law world, is largely in terms of judicial process. Such conceptualization leads to, though not necessarily, to isolation of legal processes from social processes and purposes. | 674 | definition | 1.000 | the traditional conceptualization of the law, in the common law world, is largely in terms of judicial process. | 10 | page=10,ocr=1 | 0.700 | valid |
| What goal is inherent in modernistic curricular planning? | the clarification of the objective of social relevance | While fulfilling the need for professional skills this modernist will attempt to provide an integrated view of legal process as a social process. He would provide compendious subjects rather than fragmented ones e.g. he’d provide courses on Law and industrial Development (collapsing company law, licensing, monopolies etc.) or on Law and Agricultural Development (collapsing agrarian reform measures, agricultural taxation and revenue, irrigation and water resources etc). contemplate new courses : resource use law, legal profession, comparative law of Asian or African societies, international development law etc. 2. Implicit in our discussion of “‘modernistic’’ curricular planning is also the clarification of the objective of social relevance. Ina sense, any curriculum relating to law is socially relevant—since law itself is a social process. | 695 | definition | 1.000 | Implicit in our discussion of “‘modernistic’’ curricular planning is also the clarification of the objective of social relevance. | 12 | page=12,ocr=1 | 0.700 | valid |
| What concept does Paulo Freire relate to the 'sickness' in education? | the ‘‘banking concept’’ of education | His task is to the students with the contents of his narration— contents which are detached from reality, disconnectéd from the totality that engendered them and could give them significance. (Freire, 1972 : 45) Freire relates this ‘‘narration sickness’’ in education generally to what he calls the ‘‘banking concept’’ of education where Education...becomes an act of depositing, in which the students are depositeries, and the teacher is the depositor. Instead of communi- cating, the teacher issues communiques and ‘makes deposits’ which patiently receive memorize and repeat. (Freire, 1972: 3. The sickness’? and the ‘‘banking are perhaps nowhere more actually illustrated than in law class-rooms. Our system of law examinations is also, generally speaking, reflective of these paramount pedagogic traits. This type of education is designed to kill creativity in students. | 295 | definition | 1.000 | (Freire, 1972 : 45) Freire relates this ‘‘narration sickness’’ in education generally to what he calls the ‘‘banking concept’’ of education where Education...becomes an act of depositing, in which the students are depositeries, and the teacher is the depositor. | 14 | |||
| What is the current definition of a good law teacher? | one who creates interest in the subject in the minds of students | Today, our definition of a good law teacher is one who creates interest in the subject in the minds of students. Such a definition itself is a result of a pedagogy: certainly, on any other view, creation of interest among students for the subject taught is the most elementary obligation of a teacher and not a comment on his excellence as a teacher ! 3. Every word of Freire concerning ‘‘narration sickness’’ in education is illustrated by legal education in India today. By and large, the law teacher does talk about legal reality ‘‘as if it were motionless, static, compartmentalized, and If you have any doubt concerning this proposition, look at most textbooks perscribed for students in Indian law schools. All along there is emphasis on what the principal ‘elements’ of a statute or a judicial decision are. | 47 | definition | 1.000 | Today, our definition of a good law teacher is one who creates interest in the subject in the minds of students. | 14 | page=14,ocr=1 | 0.700 | valid |
| What approach contrasts with 'banking conceptions' in education? | method, one which involves dialogue between the teacher and the taught. | “‘narration’’ are almost always from reality, disconnected from totality that engendered them and could give them This is bound to happen as long as, for example, one is so content with a Supreme Court judgment as not to feel even inclined to look at High Court judgment which is the subject of review. Even at the Supreme Court judgment level, many are content only and look at 3. The opposite of the ‘“‘banking conceptions’’ is method, one which involves dialogue between the teacher and the taught. This type of ‘‘trully liberating education”’ consists in ‘‘acts of cognition, not transferrals of The ‘‘problem-posing’’ method does not dichotomize the activity of the teacher-student, he is not ‘cognitive’ at one point and ‘narrative’ at another. He is always ‘cognitive’, whether preparing a project or engaging in a dialogue with the students. | 430 | definition | 1.000 | The opposite of the ‘“‘banking conceptions’’ is method, one which involves dialogue between the teacher and the taught. This type of ‘‘trully liberating education”’ consists in ‘‘acts of cognition, not transferrals of The ‘‘problem-posing’’ method does not dichotomize the activity of the teacher-student, he is not ‘cognitive’ at one point and ‘narrative’ at another. | ||||
| What is the primary intellectual requirement for using the American case-method? | the willingness of the teacher to face situations of radical ‘intellectual insecurity | Having said this, one must also say that a peculiarly American pedagogy cannot simply be successfully transplanted in India. There are several intellectual and material pre-requisites for any version of American case-method, which are simply lacking in India. Intellectually, the first pre-requisite is the willingness of the teacher to face situations of radical ‘intellectual insecurity and to grapple with it visibly, in the classrooms. ‘Uncertainty and insecurity are inherent in a case-method education. The student may be enabled to ask question which the teacher may not have even thought of or the teacher may see in the raw questionings of his class a problem which had altogether escaped his notice but which he must now deal with. | 303 | definition | 1.000 | Intellectually, the first pre-requisite is the willingness of the teacher to face situations of radical ‘intellectual insecurity and to grapple with it visibly, in the classrooms. | 18 | page=18,ocr=1 | 0.700 | valid |
| What is the defining characteristic of case-method teaching? | The refusal to accept anything that exists because it exists or is supported by a precedent or a Statute | teacher and student alike have some quotient of critical imagination which has to be brought to bear upon the materials under study. The refusal to accept anything that exists because it exists or is supported by a precedent or a Statute is the essential feature of case-method teaching. In the best sense of that word legal education of this type is ‘“‘subversive’’ of tame certainties, of attachments to past, and of pet dogmas. 3. dialogue in the classroom demands skills in commu- nication at a certain level of sophistication. Here, natural endowments of the students and teachers vary.. But in the absence of a good commu- nication technology, the dialogue of the few may well remain for many merely the dialogue of the deaf. [t isa very essential that the teacher receive some exposure in the skills of communication. | 133 | definition | 1.000 | teacher and student alike have some quotient of critical imagination which has to be brought to bear upon the materials under study. The refusal to accept anything that exists because it exists or is supported by a precedent or a Statute is the essential feature of case-method teaching. | 19 |
Read straight from the file — download or use the API URL for the full dataset.
| 0.700 |
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| page=14,ocr=1 |
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| page=19,ocr=1 |
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