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4 See, e.g, Charles R. Lawrence III, The Word and the River: Pedagogy as Scholarship as Struggle, 65 Southern California Law Review, 2231–2298 (1991-1992), on the interplay between scholarship and teaching from the perspective of a critical race scholar.Google Scholar

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6 Priest (note 5) See also Thomas S. Ulen, A Nobel Prize in Legal Science? Theory, Empirical Work and the Scientific Method in the Study of Law, 2002 University of Illinois Law Review, 875, 916 (2002).Google Scholar

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18 Which is, of course, not to say that such scholarship does not exist: see, e.g., Stephan Leibfried, Christoph Möllers, Christoph Schmid & Peer Zumbansen, Redefining the Traditional Pillars of German Legal Studies and Setting the Stage for Contemporary Interdisciplinary Research, 7 German Law Journal (GlJ) 661 (2006); see also the recent essay collection Juristenausbildung in Europa zwischen Tradition und Reform (Thomas Finkenauer, Christian Baldus &Thomas Rüfner eds., 2008).Google Scholar

19 See Duxbury, Neil, English Jurisprudence between Austin and Hart, 91 Virginia Law Review 54 (2005).Google Scholar

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21 See, e.g., Frank, Jerome, Why not a Clinical Lawyer-School?, 81 University of Pennsylvania Law Review, (U. Pa. L. Rev.) 907 (1933); Frank, Jerome, What Constitutes A Good Legal Education?, 19 American Bar Association Journal, (A.B.A.J.) 723 (1933).Google Scholar

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24 Maastricht University, Available at: www.unimaas.nl/default.asp?template=werkveld.htm&id=TQTGGH3RV45E65RJGTRQ&taal=en.Google Scholar

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26 See the resolution of the “European Law Faculties Association” on Strengthening the European Dimension of Legal Education, 4 Eur. J. Leg. Educ., 115 (2007), which is quite telling as to the current state of affairs:Google Scholar

“ELFA-Resolution II/06: European Law Teachers

ELFA encourages a European dimension of legal teaching that presupposes an educational experience abroad as a desirable feature of the career of a law teacher. The same should also be true for the judiciary. Law schools should be encouraged to require for newly appointed law teachers to have studied law abroad for at least one semester. Studies abroad have become possible by means of the Socrates-Erasmus Programme. To require such an experience for law teachers appears as a logical consequence.

Yes 55; No: 2; Abstentions: 3”.

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30 See, e.g., available at: http://www.europeunit.ac.uk/bologna_process/10_bologna_process_action_lines.cfm.Google Scholar

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38 Available at: http://www.law.harvard.edu/news/2006/10/06_curriculum.php.Google Scholar

39 With the notable exception of Paul Maharg, who, reporting on developments in North American legal education, groups together curriculum reforms at Harvard, Stanford and McGill and calls McGill's innovation “perhaps one of the most radical”. He commends all these reformative efforts, pointing out that the “key to their innovation is a profound re-alignment of curriculum structure and methodology, from the most theoretical aspects to the most practical” (Maharg, (note 2), 98).Google Scholar

40 Kasirer, Nicholas, Bijuralism in Law's Empire and Law's Cosmos, 52 J. Legal Educ., 29, 30 (2002). On the broader intellectual project and philosophical imagination behind the curriculum change see also Richard Janda, Toward Cosmopolitan Law, 50 McGill Law Journal, (McGill L.J.) 967 (2005); Roderick A. Macdonald and Jason MacLean, No Toilets in Park, 50 McGill L.J., 721 (2005).Google Scholar

41 Glenn, H. Patrick, Doin’ the Transsystemic, 50 McGill L.J. 863 (2005). It is important to note that, despite the connection frequently made between the ambit of the programme and the process of “globalization”, “law”, which is still the object of study of the programme, is not just another, now “global” legal system or “world law” brought about by a process of “harmonization” or “convergence”. The programme attempts to understand global legal diversity as a cultural plurality by, for example, using the heuristic tool of the “tradition”, as most notably suggested by H. Patrick Glenn. Conceptualizing “law” as “tradition” allows, according to Glenn, for a “normative engagement” with otherness (as opposed to the hierarchic dominance of the positivist, “systemic” approach), while explaining, at the same time, the necessity to sustain diversity. See H. Patrick Glenn, A Concept of Legal Tradition, 34 Queen's Law Journal 427, 440–445 (2008); H. Patrick Glenn, Legal Traditions of the World 3^rd Ed 358–365 (2007).Google Scholar

42 Kasirer, Nicholas, Legal Education as Métissage, 78 Tulane Law Review, (Tul. L. Rev.) 481 (2003).Google Scholar

43 In this context, it is interesting to contrast the approach of the McGill programme, which attempts to connect the experience of mixedness with a globalized “mindset”, with another innovative Canadian attempt to rise to the “global challenge”: cf. Craig Scott, A Core Curriculum for the Transnational Legal Education of JD and LLB students: Surveying the Approach of the International, Comparative and Transnational Law Program at Osgoode Hall Law School, 23 Penn St. Int'L L. Rev., 757 (2004-2005).Google Scholar

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56 Cited to Edouard-Farbre Surveyer, Une école de droit a Montréal avant le Code Civil, 6 Revue Trimestrielle Canadienne, 142 (1920). It should be noted that recourse to a multitude of legal sources was not unique to the courts of Québec but was also common in the common law colonies until well into the Nineteenth Century, see, e.g., Oliver Mowat, Observations on the Use and Value of American Reports in Reference to Canadian Jurisprudence, 3 Upper Canada Law Journal, 8 (1857).Google Scholar

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59 Frederick Parker Walton, appointed Dean in 1897, was a Scottish civilian and romanist from Glasgow, while Robert Warden Lee, appointed Dean in 1915, was an English romanist from Oxford. Another influential addition to the Faculty was Herbert Arthur Smith, trained in Oxford, who had spent a number of years in the United States, and who was recruited by the Faculty in 1920 as Professor of Jurisprudence and Common Law.Google Scholar

60 For a thorough account of this period in the Faculty's history, see. Roderick A. Macdonald, The National Law Programme at McGill: Origins, Establishment, Prospects 13 Dalhousie L.J., 211, 243–260 (1990). See also John E.C. Brierley, Developments in Legal Education at McGill, 1970–1980, 7 Dalhousie L. J., 364. (1982).Google Scholar

61 As early as in 1919, Dean Robert Warden Lee made efforts to give legal education at McGill a new direction and push it beyond a training for the admission to the local bar, integrating pan-Canadian and international elements into an academic course of study. in an intellectual climate that was not quite ready to embrace such a non-insturmental view of legal education, Lee met strong resistance from the local bar. See MacDonald (note 60), 253–254. It is interesting to note the “interdisciplinary” thrust of Lee's ambitions, promoting the study of legal history and Roman law; see, e.g., Robert W. Lee, The Place of Roman Law in Legal Education, 1 Canadian Bar Review, 132 (1923).Google Scholar

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