Legal research is important to bring new aspects of life. This document contains relevant material on legal research Legal research can be classified into two doctrines Empirical Legal Research Legal Research This document is a compiled document on doctrinal legal research “Doctrinal and non-doctrinal methods of legal research” for legal research method and writing. Research consists of repeatedly searching for something to discover something new or special in the facts in question. Legal research is any systematic study of this specific methodology that should be conducted. Method is the way to do something, and methodology is the science of a particular subject. There are different research methods that can be applicable in legal research. As a general rule, legal research is divided into doctrinal and non-doctrinal research. This article discussed doctrinal (professors) and non-doctrinal (lawyers or empirical) research methods to show the legal fraternity how to write by understanding the merits, merits, and comparisons between doctrinal and non-doctrinal legal research. Thus, the combination of methods, i.e. a mixed method using ideological, social and legal assistance, can work together to achieve a better understanding of the law.
In general, two legal research problems have been identified in Ethiopia. The first relates to the lack of legal tools or researchers that are crucial for standard legal research, such as that done when writing legal briefs or briefs. It is common knowledge among Ethiopian jurists that their doctrinal research is currently not supported by systematic tools for locating the law. Although there were beginnings to systematize the publication and discovery of Ethiopian laws, such as the consolidation efforts of the 1970s, none of them led to permanent legal research tools. Moreover, there is little consensus among legal scholars on the importance of legal instruments in Ethiopia. The second problem relates to the importance and nature of empirical legal research methods that should be applied in empirical jurisprudence. The introduction of a course on legal research methods with recent reforms of law school curricula could be evidence of the growing recognition of empirical legal research methods in the study and practice of law. But it is clear from the content and organization of the manual1 that (empirical) legal research methods are obscured rather than elaborate. Although criticism of the text is not the purpose of this article, and indeed the efforts of the text should be recognized as pioneering empirical methods for Ethiopian law students, the textbook offers little help in conducting empirical legal research due to its ambiguity, which is illustrated by ambiguities in terminologies and concepts of research methods.
Such problems concerning the meaning and importance of legal research in Ethiopia naturally require research on the various issues of research methods, which will hopefully be taken up by students, practitioners and legal institutes for further research and action. Therefore, it must be said that research is the purpose of this article. As in the nature of frontier research, the article does not aim to find concrete solutions, but to identify legal research problems in Ethiopia. This chapter focuses on conceptual mapping of the place of social law methodology in legal research. Questions that need to be addressed include: What are the underlying theories regarding the nature of the law and the legal reasoning behind this form of science? How do we understand the position of law in relation to the general social sciences? Having found this methodological school, I will then examine the reasons that students or researchers might have for research in social law. This is achieved by discussing five broad lines of research in social law and how they seek to make distinctive contributions to knowledge. It has been shown that the science of social law has challenged the doctrinal culture of legal research by questioning the supposed centrality of law and legal institutions to many social problems. He sought to convey a more complex understanding of “how institutionalized legal rules, doctrines, legal decisions, cultural and legal practices work together to create the reality of law in action.” 1 As a result, proponents of the methodology have succeeded in challenging jurists to be more politically imaginative by recognizing the status of law as merely a form of regulation and cautioning against an overly doctrinal understanding of the discipline. According to a legendary proverb “A man without education is a strange animal.” Dr. Babasaheb Ambedkar believed that education would liberate everyone and therefore called on every individual to be educated, unite and fight against society`s adversities. The Encyclopedia of Education defines legal education as a “capacity for human knowledge universally relevant to the art of the jurist and worthy of special attention in educational institutions.” Former Justice Dada Dharmadhikari rightly noted that “legal education makes the lawyer an expert who advocates for all, like the doctor who prescribes for all, like the priest who preaches for all, and like the economist who plans for all.” It can truly be described as an art that enjoys the ability to make the lawyer a better litigator for the general public.
Education does not simply mean “accumulation of information” or acquisition of diplomas.