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The challenges to planning and designing programs oflegal education that are, at once, professionally relevant and intellectually enriching come from a number of coinciding world revolutions. These revolutions render ineffective or obsolete many of the institutions and practices of our inherited systems of governance and the political-philosophical conceptions on which they rest. Their result, the reality with which our graduates will contend, will be so different from the reality we know that our usual historical and comparative techniques of scouring past and CUlTent practices in our own and other advanced systems for alternatives may provide little guidance.
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