The innovative Moral Impact Theory (“MIT”) of law claims that the moral impacts of legal institutional actions, rather than the linguistic content of “rules” or judicial or legislative pronouncements, determine law’s content. MIT’s corollary is that legal interpretation consists in the inquiry into what is morally required as a consequence of the lawmaking actions. This paper challenges MIT by critiquing its attendant view of the nature of legal interpretation and argument. Points including the following: (1) it is not practicable to (...) predicate law’s content on the ability of legal officials to resolve moral controversies; (2) it would be impermissibly uncharitable to claim that participants in the legal system commit widespread error in failing to regard moral argument as the focus of legal interpretation; (3) whereas the legal official may initially respond to a conflict at the intuitive moral level, she must resolve the controversy at the deliberative, critical level, at which moral and legal thinking diverge; (4) because no two cases are precisely alike, and owing to the open texture of natural language, reference to extra-jurisdictional “persuasive” and “secondary” authority permeates legal argument, yet, nearly by definition, such linguistic sources cannot have engendered significant moral impacts in the home jurisdiction; and (5) one way or another, we ultimately arrive at linguistic contents. The paper concludes by accepting, as undeniable, that legal institutional actions have moral impacts, and generate moral obligations. Officials are obligated to adhere to certain constraints in their treatment of one another, cases, litigants and citizens. Less explored, however, have been the ways in which legal pronouncements likely morally impact the community, beyond the issue of a duty to obey the law. (shrink)

Education is a necessary tool for national development and for development to take place, it is important that teachers who are the driving force of passing instructions to students in the school must be properly mentored for them to carry out their assignments. It is on the basis of this background that this study was conducted. Descriptive survey research design was found suitable for the study. A multistage sampling technique was employed in this research and 100 respondents were selected for (...) the study. Four research questions and hypotheses were raised and formulated and a questionnaire titled mentoring strategies and school effectiveness was developed for data gathering. The instument was validated and the reliability co-efficient of .84 was achieved. The finding revealed that there was significant relationship between mentoring strategies and secondary school effectiveness in Ilorin East, Kwara State. It was recommended among other things that teachers should be trained using mentoring strategies and that school administrators should ensure activities which will involve pairing new with experienced teachers so that they will gain new experience from the models. (shrink)