ABSTRACT
Is there a philosophy that grounds the teaching of advanced legal research (ALR)? Can a coherent identity be found? The authors draw upon the experience of twenty-five years of teaching ALR to large numbers of students to puzzle this question out. Are we teaching a mechanical skill? Are we offering a course in jurisprudence? Are we simply forcing the students to teach themselves? Has the information revolution changed the whole enterprise? Basing the discussion on the context of legal information, the students, and the law, the authors try to find an answer to these fundamental questions.
