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By Joakim Nergelius
This ebook has its roots in a convention on contemporary advancements in Nordic and German constitutional legislation that came about in Berlin in 2002 on the Nordic Cultural Centre. That convention used to be organised in the undertaking Konstitutionalism.
Read Online or Download Constitutionalism: New Challenges, European Law from a Nordic Perspective (The Raoul Wallenberg Institute Human Rights Library) PDF
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Extra info for Constitutionalism: New Challenges, European Law from a Nordic Perspective (The Raoul Wallenberg Institute Human Rights Library)
Meier, Verbot der NPD (2002) p. 14). 50 Frankenberg and Löwer, supra note 48, pp. 91–183. 51 J. ), Eine Art Schadensabwicklung (1997) p. 144. Niesen pointed out to me the differentiated meaning of the importance of unjustness (Niesen, supra note 7). 35 GÜNTER FRANKENBERG to free communication and organization. It would be more accurate to say that in order to live up to the responsibility placed upon him by an exceptional crime, he creates a specific exemption tailored precisely to an experienced and evidently unjust regime that resists arbitrary generalization.
72. 43 This is also the tenor of the current criticism of party bans (see J. ), Das Bundesverfassungsgericht. Geschichte – Aufgabe – Rechtsprechung (2000) p. 51 or H. Meier, ‘Ob eine konkrete Gefahr besteht, ist belanglos – Kritik der Verbotsanträge gegen die NPD’, in 29 Leviathan (2001) p. 439, who consequently refers to the paradigm of the 1950s while seeing the state, state power or public order endangered. The article by Meier is also found elsewhere, see infra note 49. 40 32 THE LEARNING SOVEREIGN 6.
It has an empirical and a normative component. The normative component is again doubly encoded as the obligation and the right to learn. There is also a second preliminary conclusion we may draw: when sovereignty is connected to the idea of a learning process, the formerly monolithic-rigid entity becomes fluid and temporalized, and the risk of premature cut-off and thus invalid learning experiences comes to the fore. A democratic society cannot protect itself from the risks of learning and from experiments with uncertain results, nor is there any insurance against the risks of ‘wrong’ learning processes.