1 Globalization requires development of more sophisticated tools for structuring and interpreting foreign legal knowledge. See David J.Gerber, Globalization and Legal Knowledge: Implications for Comparative Law, 75 Tulane Law Review, 949, 971 (2001).Google Scholar

2 Taxonomy is important in the Law as in any other discipline. It evolves to accommodate doctrinal, legal and social changes within itself. See Ugo Mattei, Three Patterns of Law: Taxonomy and Change in the World's Legal System, 45 The American Journal of Comparative Law, 1, 5–44 (1997).Google Scholar

3 Id‥ 6–8.Google Scholar

4 SA.B. Keith, A Constitutional History of India, 22–32 (1937) and M.P Jain, Outlines of Indian Legal History, 10 (1972).Google Scholar

5 Mofussil areas: n. [Urdu] outlying districts, away from urban areas or big city centres.Google Scholar

6 M.P Jain, supra, note 5.Google Scholar

7 Id‥ 627Google Scholar

8 Id., 629Google Scholar

9 Substituted by the Constitution (Forty Second Amendment) Act, 1976 for Entry25 Education including technical education, medical education and Universities, subject to the provisions of Entries 63, 64, 65 and 66 of List I; vocational and technical training of labour, Available at http://indiacode.nic.in/coiweb/amend/amend42.htm (last accessed on 14 June 2009).Google Scholar

10 Advocates Act, 1961, section 7, Available at http://www.vakilno1.com/bareacts/Advocateact/advocateact.htm (last accessed on 14 June 2009).Google Scholar

11 See Gopal Krishan Chatrath V. Bar Council of India, AIR 2001 Punjab and Haryana. 41, 48.Google Scholar

12 Recommendations of the National Knowledge Commission submitted to the Prime Minister of India, dated 15 October 2007, 1. Available at http://knowledgecommission.gov.in/downloads/recommendations/LegalPM.pdf (last accessed on 14 June 2009).Google Scholar

13 Id., Other Members of the Working Group are: Justice Leila Seth, Prof.N.R.Madhava Menon, Prof.B.S.Chimni, Mr.PP.Rao, Mr.Nishith Desai, Dr.Mohan Gopal.Google Scholar

14 Id., 13. The Working Group on Legal Education recommends general knowledge of American, French, German, Chinese and Japanese Law.Google Scholar

15 Rahmatullah Khan, An Introduction to the Study of Comparative Law, (1971). This study is intended to guide the teachers in the matter of teaching the subject and attempts to investigate significant areas for research in the subject.Google Scholar

16 Globalization requires development of more sophisticated tools for structuring and interpreting foreign legal knowledge. David J.Gerber, supra note 1, 949–975.Google Scholar

17 A brief survey of some of the important works is mentioned here. See generally, Upendra Baxi, Teaching and Research in Human Rights: A Re-exploration, 22 Indian Journal of International Law, 353, 353–359 (1982), Richard N.Kiwanuka, Teaching of International Law in South Africa, 24 Indian Journal of International Law 525 (1984), R.Khan, Centre for International Legal Studies-A Proposal, 10 Indian Journal of International Law, 507 (1970), R.Khan, National School of Law-A Proposal, 14 Journal of the Indian Law Institute, 590 (1972), R.Khan, International Law as a Discipline in India, in International Relations and Area Studies in India 81, (M.S.Rajan ed., 1997), Friedrich Kratochwil, Of Law and Human Action: A Jurisprudential Plea for a World Order Perspective in International Legal Studies, in International Law: A Contemporary Perspective, 639, (Richard Falk, Friedrich Kratochwil, Saul H.Mendlvitz eds., 1985), R.Falk, A New Paradigm for Legal Studies in International Law: A Contemporary Perspective, 651, (Richard Falk, Friedrich Kratochwil, Saul H.Mendlvitz eds., 1985., Gerry Simpson, On the Magic Mountain: Teaching Public International Law, 10 European Journal of International Law, 70 (1999), Duncan Kennedy, Liberal Values in Legal Education, 10 Nova Law Review 603 (1986), Duncan Kennedy, The Political Significance of the Structure of the Law School Curriculum, 14 Seton Hall Law Review, 1 (1983), Duncan Kennedy, First Year Law Teaching as Political Action, 47 Law and Social Problems, 47 (1980).Google Scholar

18 For an interesting methodology of teaching comparative law, see Gert Steenhoff, Teaching Comparative Law, Comparative Law Teaching, 64 Electronic Journal of Comparative Law, 47 (2002), Available at http://www.ejcl.org/64/art64-4.pdf (last accessed on 14 June 2009). Some group of scholars like Prof.Ugo Mattei, Prof Duncan Kennedy et al launched a new project and institution-International University College Torino, Turin, Italy in 2006. The aim of this project is advanced academic study of global capitalism and the preparation of international class of lawyers and finance experts with a highly integrated background of comparative law, economics and finance. Focus will be on legal, economic and financial specificities of Asia, Latin America and Africa and interdisciplinary studies like law and sociology, law and anthropology. Available at http://www.iuctorino.it (last accessed on 14 June 2009).Google Scholar

19 Anthony D'amato, International Law: Process and Prospect, 294 (1995).Google Scholar

20 See chapter on International Law as a Career, Id, 358 – 370.Google Scholar

21 NR Madhv Menon, The future of law teaching institutions, The Hindu, Tuesday, 30 July 2002.Google Scholar

22 A.Lakshminath, Comparative Law, 53 (2007).Google Scholar

23 See generally for geographical overviews of the development and current practice of comparative law around the world, The Oxford Handbook of Comparative Law, (Mathias Reimann and Reinhard Zimmermann eds., 2006).Google Scholar

24 If laws differ because people disagree about principles, comparitivists can describe the disagreement. Perhaps they can even help to resolve it. If laws differ because circumstances are different, comparitivists can describe how the difference in circumstances makes each law appropriate. See James Gordley, The Universalist Heritage, in Comparative Legal Studies: Traditions and Transitions, 31, 44 (Pierre Legrand and Roderick Munday eds., 2003).Google Scholar

25 In India, universities are classified as traditional universities, open universities, professional universities, institutes of national importance, deemed universities, which includes private deemed universities. These universities in India are supported by the Central Government and State Governments. These universities are members of ‘Association of Indian Universities (AIU)’. For more details see Association of Indian Universities, available at http://www.aiuweb.org (last accessed on 14 June 2009). The other apex organization endowed with the responsibility of promoting and coordinating university education and determination and maintenance of standards in institutions of higher education, is the ‘University Grants Commission (UGC)’. See University Grants Commission, available at http://www.ugc.ac.in (last accessed on 14 June 2009).Google Scholar

26 In order to improve the quality of legal education in the country, several members of the legal fraternity debated on a new system of legal education in the 1970s and 1980s. Thus the National Law School of India University (NLSIU), Available at http://www.nls.ac.in (last accessed on 14 June 2009), Bangalore was set up in 1987 as a bold experiment in legal education. Currently there are more than eight law schools established in different parts of the country offering five year B.A.,LL.B (Hons), LLM and PhD programmes. R.Khan, National School of Law-A Proposal, Journal of the Indian Law Institute, supra, note 17. Also see generally, K.L.Bhatia, Legal Justice Education: Vision Plan For Legal School (2006).Google Scholar