Abstract
As to how an introductory comparative law course should be constructed today, my views are on record. For good or for ill, they are enshrined in my coursebook, the third edition of which is only a few months old.' Thus I need not spend any time on the past or the present, and can rush headlong into that borderland between extrapolation and wishful thinking which is knowvi as prophecy. How will the basic Comparative Law course develop over the next thirty years? My crystal ball indicates a number of significant changes, mixed into certain elements of probable stability.
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