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<tr><td class="diff_next" id="difflib_chg_to5__1"><a href="#difflib_chg_to5__1">n</a></td><td class="diff_header" id="from5_1">1</td><td nowrap="nowrap">1 For a contrary view, see G. Jones, ‘<span class="diff_sub"> </span>“Traditional” Legal Scholarship: a Personal View’ in What Are Law Schools For?, ed. P. Birks (1996) 14.</td><td class="diff_next"><a href="#difflib_chg_to5__1">n</a></td><td class="diff_header" id="to5_1">1</td><td nowrap="nowrap">1 For a contrary view, see G. Jones, ‘“Traditional” Legal Scholarship: a Personal View’ in What Are Law Schools For?, ed. P. Birks (1996) 14.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_2">2</td><td nowrap="nowrap">3 R. Goff, ‘The Search for Principle’ (1983) Proceeedings of the British Academy 169, at 171. This is an amplification of Dicey’s remark that ‘[b]y adequate study and careful thought whole departments of law can<span class="diff_chg"> . . .</span> be reduced to order and exhibited under the form of a few principles which sum up the effect of a hundred cases<span class="diff_chg"> . .</span> .’. A. Dicey, Can English Law be taught at the Universities? (1883) 20.</td><td class="diff_next"></td><td class="diff_header" id="to5_2">2</td><td nowrap="nowrap">3 R. Goff, ‘The Search for Principle’ (1983) Proceeedings of the British Academy 169, at 171. This is an amplification of Dicey’s remark that ‘[b]y adequate study and careful thought whole departments of law can<span class="diff_chg">. ..</span> be reduced to order and exhibited under the form of a few principles which sum up the effect of a hundred cases<span class="diff_chg">. .</span> .’. A. Dicey, Can English Law be taught at the Universities? (1883) 20.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_3">3</td><td nowrap="nowrap">4 J. Smith, The Law of Contract (1989)</td><td class="diff_next"></td><td class="diff_header" id="to5_3">3</td><td nowrap="nowrap">4 J. Smith, The Law of Contract (1989)</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__2"></td><td class="diff_header" id="from5_4">4</td><td nowrap="nowrap">6 See, for example, D. Kennedy, ‘Form and substance in Private Law Ajudication’ (1976) 89 Harvard Law Rev. 1685.</td><td class="diff_next"></td><td class="diff_header" id="to5_4">4</td><td nowrap="nowrap">6 See, for example, D. Kennedy, ‘Form and substance in Private Law Ajudication’ (1976) 89 Harvard Law Rev. 1685.</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__2">n</a></td><td class="diff_header" id="from5_5">5</td><td nowrap="nowrap">7 B. Hepple, ‘The Renewal of the Liberal Law Degree’ (1996) Cambridge Law J. 470<span class="diff_sub">,</span> at 485 and 481.</td><td class="diff_next"><a href="#difflib_chg_to5__2">n</a></td><td class="diff_header" id="to5_5">5</td><td nowrap="nowrap">7 B. Hepple, ‘The Renewal of the Liberal Law Degree’ (1996) Cambridge Law J. 470 at 485 and 481.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_6">6</td><td nowrap="nowrap">8 P.A. Thomas, ‘Introduction’ in Socio-Legal Studies, ed. P.A. Thomas (1997) 19.</td><td class="diff_next"></td><td class="diff_header" id="to5_6">6</td><td nowrap="nowrap">8 P.A. Thomas, ‘Introduction’ in Socio-Legal Studies, ed. P.A. Thomas (1997) 19.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_7">7</td><td nowrap="nowrap">9 R. Cotterrell, Law’s Community (1995) 296.</td><td class="diff_next"></td><td class="diff_header" id="to5_7">7</td><td nowrap="nowrap">9 R. Cotterrell, Law’s Community (1995) 296.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_8">8</td><td nowrap="nowrap">10 Socio-legal studies has been defined in many different ways. In this essay the term is taken to indicate the use of ideas ‘from other disciplines primarily but not exclusively from within the social science and humanities fields’. S. Wheeler, ‘Company Law’ in Thomas, op. cit., n. 8, at p. 285.</td><td class="diff_next"></td><td class="diff_header" id="to5_8">8</td><td nowrap="nowrap">10 Socio-legal studies has been defined in many different ways. In this essay the term is taken to indicate the use of ideas ‘from other disciplines primarily but not exclusively from within the social science and humanities fields’. S. Wheeler, ‘Company Law’ in Thomas, op. cit., n. 8, at p. 285.</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__3">n</a></td><td class="diff_header" id="from5_9">9</td><td nowrap="nowrap">11 Some fail wholly. It is difficult to see any effect on academic legal education that resulted from<span class="diff_sub"> Lady</span> Marre’s report A Time for Change (1988). The Jarratt report on universities produced for the Committee of Vice-Chancellors and Principals (CVCP), Report of the Steering Committee for Efficiency studies in Universities (1988), produced much comment but little action. Even those that are thought of as being a success are not wholly implemented. Despite Ormrod’s recommendations no Institute of Profesional Legal Studies was set up and the universities and colleges of higher education did not take sole responsibility for vocational legal training (Report of the Committee on Legal Education (1971; Cmnd 4595) ch. 9<span class="diff_sub">,</span> recs. 40 and 23). There were also other recommendations that were not implemented. The Robbins report on higher education, Higher Education (1963; Cmnd. 2154) took it is axiomatic that ‘courses of higher education should be available for all those who are qualified by ability and attainment to pursue them and wish to do so’ (para. 31).<span class="diff_sub"> This has yet to happen.</span></td><td class="diff_next"><a href="#difflib_chg_to5__3">n</a></td><td class="diff_header" id="to5_9">9</td><td nowrap="nowrap">11 Some fail wholly. It is difficult to see any effect on academic legal education that resulted from Marre’s report A Time for Change (1988). The Jarratt report on universities produced for the Committee of Vice-Chancellors and Principals (CVCP), Report of the Steering Committee for Efficiency studies in Universities (1988), produced much comment but little action. Even those that are thought of as being a success are not wholly implemented. Despite Ormrod’s recommendations no Institute of Profesional Legal Studies was set up and the universities and colleges of higher education did not take sole responsibility for vocational legal training (Report of the Committee on Legal Education (1971; Cmnd 4595) ch. 9 recs. 40 and 23). There were also other recommendations that were not implemented. The Robbins report on higher education, Higher Education (1963; Cmnd. 2154) took it is axiomatic that ‘courses of higher education should be available for all those who are qualified by ability and attainment to pursue them and wish to do so’ (para. 31)<span class="diff_add"> This has yet to happen</span>.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_10">10</td><td nowrap="nowrap">12 <span class="diff_sub">National </span>Committee of Inquiry into Higher Education, Higher Education in the learning society (1997) (the Dearing report); ACLEC, First Report on Legal Education and Training (1996). The Government’s White Paper on further and higher education had not been published at the time of writing this essay. <span class="diff_sub">13 </span>ACLEC, id., para 4.6.</td><td class="diff_next"></td><td class="diff_header" id="to5_10">10</td><td nowrap="nowrap">12 Committee of Inquiry into Higher Education, Higher Education in the learning society (1997) (the Dearing report); ACLEC, First Report on Legal Education and Training (1996). The Government’s White Paper on further and higher education had not been published at the time of writing this essay. ACLEC, id., para 4.6.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_11">11</td><td nowrap="nowrap">14 ACLEC’s proposal is part of an historical process which has gradually seen English university law schools distance themselves from the legal professions and the legal professions propose decreasing degrees of control over the content of law degrees. (See A. Bradney and F. Cownie, ‘Working on the Chain Gang?’ (1996) 2 Contemporary Issues in Law 15<span class="diff_chg">, at</span> 24–6).</td><td class="diff_next"></td><td class="diff_header" id="to5_11">11</td><td nowrap="nowrap">14 ACLEC’s proposal is part of an historical process which has gradually seen English university law schools distance themselves from the legal professions and the legal professions propose decreasing degrees of control over the content of law degrees. (See A. Bradney and F. Cownie, ‘Working on the Chain Gang?’ (1996) 2 Contemporary Issues in Law 15<span class="diff_chg"> at</span> 24–6).</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_12">12</td><td nowrap="nowrap">15 J. MacFarlane<span class="diff_sub">, M. Jeeves,</span> and A. Boon, ‘Education for Life or for Work?’ (1987) 137 New Law J. 835<span class="diff_sub">,</span> at 836.</td><td class="diff_next"></td><td class="diff_header" id="to5_12">12</td><td nowrap="nowrap">15 <span class="diff_add">M. Jeeves </span>J. MacFarlane and A. Boon, ‘Education for Life or for Work?’ (1987) 137 New Law J. 835 at 836.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_13">13</td><td nowrap="nowrap">16 T.H. Huxley, ‘Universities: Actual and Ideal’ in T.H. Huxley, Collected Essays: Volume III (1905) 215.</td><td class="diff_next"></td><td class="diff_header" id="to5_13">13</td><td nowrap="nowrap">16 T.H. Huxley, ‘Universities: Actual and Ideal’ in T.H. Huxley, Collected Essays: Volume III (1905) 215.</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__3"></td><td class="diff_header" id="from5_14">14</td><td nowrap="nowrap">17 J.S. Mill, ‘Inaugural address to the University of St Andrews’ in Collected Work of John Stuart Mill: Volume XXI, ed. J.M. Robson (1984) 218.</td><td class="diff_next"></td><td class="diff_header" id="to5_14">14</td><td nowrap="nowrap">17 J.S. Mill, ‘Inaugural address to the University of St Andrews’ in Collected Work of John Stuart Mill: Volume XXI, ed. J.M. Robson (1984) 218.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_15">15</td><td nowrap="nowrap">18 Dearing, op. cit., n. 12, para. 9.32.</td><td class="diff_next"></td><td class="diff_header" id="to5_15">15</td><td nowrap="nowrap">18 Dearing, op. cit., n. 12, para. 9.32.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_16">16</td><td nowrap="nowrap">19 id., para. 5.11.</td><td class="diff_next"></td><td class="diff_header" id="to5_16">16</td><td nowrap="nowrap">19 id., para. 5.11.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_17">17</td><td nowrap="nowrap">20 F.R. Leavis, Education and the University (1948) 28. Leavis’s view was narrowly nationalistic. For ‘centre’ it would be better to substitute ‘centres’.</td><td class="diff_next"></td><td class="diff_header" id="to5_17">17</td><td nowrap="nowrap">20 F.R. Leavis, Education and the University (1948) 28. Leavis’s view was narrowly nationalistic. For ‘centre’ it would be better to substitute ‘centres’.</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__4"></td><td class="diff_header" id="from5_18">18</td><td nowrap="nowrap">21 See, further, A. Bradney, ‘Liberalising Legal Education’ in The Law School: Global Issues, Local Questions, ed. F. Cownie (forthcoming).</td><td class="diff_next"></td><td class="diff_header" id="to5_18">18</td><td nowrap="nowrap">21 See, further, A. Bradney, ‘Liberalising Legal Education’ in The Law School: Global Issues, Local Questions, ed. F. Cownie (forthcoming).</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__4">n</a></td><td class="diff_header" id="from5_19">19</td><td nowrap="nowrap">22 P. Goodrich<span class="diff_sub">,</span> ‘<span class="diff_sub"> </span>Of Blackstone’s Tower: Metephors of Distance and Histories of the English Law School’ in Birks, op. cit., n. 1, p. 59. 23 S. Turow, One L (1977) 106.</td><td class="diff_next"><a href="#difflib_chg_to5__4">n</a></td><td class="diff_header" id="to5_19">19</td><td nowrap="nowrap">22 P. Goodrich ‘Of Blackstone’s Tower: Metephors of Distance and Histories of the English Law School’ in Birks, op. cit., n. 1, p. 59. 23 S. Turow, One L (1977) 106.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_20">20</td><td nowrap="nowrap">24 O. Kahn-Freund, ‘Reflections on Legal Education’ (1966) 29 Modern Law Rev. 121<span class="diff_sub">,</span> at 129.</td><td class="diff_next"></td><td class="diff_header" id="to5_20">20</td><td nowrap="nowrap">24 O. Kahn-Freund, ‘Reflections on Legal Education’ (1966) 29 Modern Law Rev. 121 at 129.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_21">21</td><td nowrap="nowrap">25 Kahn-Freund believed ... legal argument (Kahn-Freund, id.).</td><td class="diff_next"></td><td class="diff_header" id="to5_21">21</td><td nowrap="nowrap">25 Kahn-Freund believed ... legal argument (Kahn-Freund, id.).</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__5"></td><td class="diff_header" id="from5_22">22</td><td nowrap="nowrap">26 Leavis, op. cit., n. 20, p. 120.</td><td class="diff_next"></td><td class="diff_header" id="to5_22">22</td><td nowrap="nowrap">26 Leavis, op. cit., n. 20, p. 120.</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__5">n</a></td><td class="diff_header" id="from5_23">23</td><td nowrap="nowrap">29 Leavis has, of course, been widely criticized for the cultural and gender assumptions that lie behind his selection of material to be studied. (See, for example, M. King, The New English Literatures (1980) at 216–17.) Whatever the accuracy of these criticisms, they are criticisms of the application of the method rather than the method itself.</td><td class="diff_next"><a href="#difflib_chg_to5__5">n</a></td><td class="diff_header" id="to5_23">23</td><td nowrap="nowrap">29 Leavis has, of course, been widely criticized for the cultural and gender assumptions that lie behind his selection of material to be studied. (See, for example, M. King, The New English Literatures (1980) at 216–17<span class="diff_add"> </span>.) Whatever the accuracy of these criticisms, they are criticisms of the application of the method rather than the method itself.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_24">24</td><td nowrap="nowrap">30 Jurisprudence by Sir John Salmond, ed. G. Willliams (10th <span class="diff_sub">ed</span>., 1947) at 256 and 257.</td><td class="diff_next"></td><td class="diff_header" id="to5_24">24</td><td nowrap="nowrap">30 Jurisprudence by Sir John Salmond, ed. G. Willliams (10th ., 1947) at 256 and 257.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_25">25</td><td nowrap="nowrap">31 So much so that when other disciplines engage with law they must develop their own concepts to analyse law rather than rely on the concepts already developed in law. See, for example, E. Durkheim The Division of Labour in Society (1933) 68.</td><td class="diff_next"></td><td class="diff_header" id="to5_25">25</td><td nowrap="nowrap">31 So much so that when other disciplines engage with law they must develop their own concepts to analyse law rather than rely on the concepts already developed in law. See, for example, E. Durkheim The Division of Labour in Society (1933) 68.</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__6"></td><td class="diff_header" id="from5_26">26</td><td nowrap="nowrap">32 M. Le Brun and R. Johnstone, The Quiet Revolution: Improving Student Learning in Law (1994) 65. On the effect on women students, see ‘Define and Empower: Women Students Consider Feminist Learning’ (1990) I Law and Critique 47 at pp. 54–55. For a survey of CLS and feminist literature on this general point, see W. Conklin, ‘The Invisible Author of Legal Authority’ (1996) VII Law and Critique 173 at pp. 173–6.</td><td class="diff_next"></td><td class="diff_header" id="to5_26">26</td><td nowrap="nowrap">32 M. Le Brun and R. Johnstone, The Quiet Revolution: Improving Student Learning in Law (1994) 65. On the effect on women students, see ‘Define and Empower: Women Students Consider Feminist Learning’ (1990) I Law and Critique 47 at pp. 54–55. For a survey of CLS and feminist literature on this general point, see W. Conklin, ‘The Invisible Author of Legal Authority’ (1996) VII Law and Critique 173 at pp. 173–6.</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__6">n</a></td><td class="diff_header" id="from5_27">27</td><td nowrap="nowrap">33 R. Collier, ‘Masculinism, Law and Law Teaching’ (1991) 19 International J. of the Sociology of Law 427<span class="diff_sub">,</span> at 429.</td><td class="diff_next"><a href="#difflib_chg_to5__6">n</a></td><td class="diff_header" id="to5_27">27</td><td nowrap="nowrap">33 R. Collier, ‘Masculinism, Law and Law Teaching’ (1991) 19 International J. of the Sociology of Law 427 at 429.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_28">28</td><td nowrap="nowrap">34 P. McAuslan, ‘Administrative Law, Collective Consumption and Judicial Policy’ (1983) 46 Modern Law Rev. 1<span class="diff_sub">,</span> at 8.</td><td class="diff_next"></td><td class="diff_header" id="to5_28">28</td><td nowrap="nowrap">34 P. McAuslan, ‘Administrative Law, Collective Consumption and Judicial Policy’ (1983) 46 Modern Law Rev. 1 at 8.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_29">29</td><td nowrap="nowrap">35 Le Brun and Johnstone, op. cit, n. 32, pp. 71–5.</td><td class="diff_next"></td><td class="diff_header" id="to5_29">29</td><td nowrap="nowrap">35 Le Brun and Johnstone, op. cit, n. 32, pp. 71–5.</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__7"></td><td class="diff_header" id="from5_30">30</td><td nowrap="nowrap">38 Goodrich, op. cit., n. 22.</td><td class="diff_next"></td><td class="diff_header" id="to5_30">30</td><td nowrap="nowrap">38 Goodrich, op. cit., n. 22.</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__7">n</a></td><td class="diff_header" id="from5_31">31</td><td nowrap="nowrap">39 P. Samuelson, ‘The Convergence of the Law School and the University’ (1975) 44 The Am. Scholar 256<span class="diff_sub">,</span> at 258.</td><td class="diff_next"><a href="#difflib_chg_to5__7">n</a></td><td class="diff_header" id="to5_31">31</td><td nowrap="nowrap">39 P. Samuelson, ‘The Convergence of the Law School and the University’ (1975) 44 The Am. Scholar 256 at 258.</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__8"></td><td class="diff_header" id="from5_32">32</td><td nowrap="nowrap">40 P. Harris and M. Jones ‘A Survey of Law Schools in the United Kingdom, 1996’ (1997) 31 The Law Teacher 38<span class="diff_sub">,</span> at 46.</td><td class="diff_next"></td><td class="diff_header" id="to5_32">32</td><td nowrap="nowrap">40 P. Harris and M. Jones ‘A Survey of Law Schools in the United Kingdom, 1996’ (1997) 31 The Law Teacher 38 at 46.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_33">33</td><td nowrap="nowrap">41 J. Wilson<span class="diff_sub"> </span>, ‘A third survey of university legal education’ (1993) 13 Legal Studies 143<span class="diff_sub">,</span> at 152.</td><td class="diff_next"></td><td class="diff_header" id="to5_33">33</td><td nowrap="nowrap">41 J. Wilson, ‘A third survey of university legal education’ (1993) 13 Legal Studies 143 at 152.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_34">34</td><td nowrap="nowrap">42 Thus, for example, Harris and Jones reported that 59.2 per cent of all particpating institutions offered foriegn language tuition as part of their standard LLB programme. (Harris and Jones, op. cit., n. 40, at p. 54).</td><td class="diff_next"></td><td class="diff_header" id="to5_34">34</td><td nowrap="nowrap">42 Thus, for example, Harris and Jones reported that 59.2 per cent of all particpating institutions offered foriegn language tuition as part of their standard LLB programme. (Harris and Jones, op. cit., n. 40, at p. 54).</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__8">n</a></td><td class="diff_header" id="from5_35">35</td><td nowrap="nowrap">43 P. Leighton<span class="diff_sub">, T. Mortimer,</span> and N. Whatley, Law Teachers: Lawyers or Academics? (1995)</td><td class="diff_next"><a href="#difflib_chg_to5__8">n</a></td><td class="diff_header" id="to5_35">35</td><td nowrap="nowrap">43 <span class="diff_add">T. Mortimer </span>P. Leighton and N. Whatley, Law Teachers: Lawyers or Academics? (1995)</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_36">36</td><td nowrap="nowrap">34. This would include teaching both non-law degree students and sub-degree students. 44 id., p 35</td><td class="diff_next"></td><td class="diff_header" id="to5_36">36</td><td nowrap="nowrap">34. This would include teaching both non-law degree students and sub-degree students. 44 id., p 35</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__9">n</a></td><td class="diff_header" id="from5_37">37</td><td nowrap="nowrap">45 L. Skwarok, ‘Business Law for Non-Lawyers: Setting the Stage for Teaching, Learning and Assessment at Hong Kong Polytechnic University’ (1995) 29 The Law Teacher 189<span class="diff_sub">,</span> at 189.</td><td class="diff_next"><a href="#difflib_chg_to5__9">n</a></td><td class="diff_header" id="to5_37">37</td><td nowrap="nowrap">45 L. Skwarok, ‘Business Law for Non-Lawyers: Setting the Stage for Teaching, Learning and Assessment at Hong Kong Polytechnic University’ (1995) 29 The Law Teacher 189 at 189.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_38">38</td><td nowrap="nowrap">46 N. Bastin, ‘Law, Law Staff and CNAA Business Studies Degree Courses’ (1985) 19 The Law Teacher 12<span class="diff_sub">,</span> at 13.</td><td class="diff_next"></td><td class="diff_header" id="to5_38">38</td><td nowrap="nowrap">46 N. Bastin, ‘Law, Law Staff and CNAA Business Studies Degree Courses’ (1985) 19 The Law Teacher 12 at 13.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_39">39</td><td nowrap="nowrap">47 A. Ridley, ‘Legal Skills for Non-Law Students: Added Value or Irrelevant Diversion?’ (1994) 28 The Law Teacher 281<span class="diff_sub">,</span> at 282.</td><td class="diff_next"></td><td class="diff_header" id="to5_39">39</td><td nowrap="nowrap">47 A. Ridley, ‘Legal Skills for Non-Law Students: Added Value or Irrelevant Diversion?’ (1994) 28 The Law Teacher 281 at 282.</td></tr>
<tr><td class="diff_next" id="difflib_chg_to5__9"></td><td class="diff_header" id="from5_40">40</td><td nowrap="nowrap">48 G. Cartan and T. Vilkinas, ‘Legal Literacy for Managers: The Role of the Educator’ (1990) 24 The Law Teacher 246<span class="diff_sub">,</span> at 248.</td><td class="diff_next"></td><td class="diff_header" id="to5_40">40</td><td nowrap="nowrap">48 G. Cartan and T. Vilkinas, ‘Legal Literacy for Managers: The Role of the Educator’ (1990) 24 The Law Teacher 246 at 248.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_41">41</td><td nowrap="nowrap">49 Ridley, op. cit., n. 47, at p. 284.</td><td class="diff_next"></td><td class="diff_header" id="to5_41">41</td><td nowrap="nowrap">49 Ridley, op. cit., n. 47, at p. 284.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_42">42</td><td nowrap="nowrap">50 This, of course, is not always the case. For example, the BA Economics and Law degree at Leicester has a special course in each year given over to the consideration of the relationship between economics and law.</td><td class="diff_next"></td><td class="diff_header" id="to5_42">42</td><td nowrap="nowrap">50 This, of course, is not always the case. For example, the BA Economics and Law degree at Leicester has a special course in each year given over to the consideration of the relationship between economics and law.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_43">43</td><td nowrap="nowrap">51 P. Birks, ‘Short Cuts’ in Pressing Problems in the Law, ed. P. Birks (1994) 10–24.</td><td class="diff_next"></td><td class="diff_header" id="to5_43">43</td><td nowrap="nowrap">51 P. Birks, ‘Short Cuts’ in Pressing Problems in the Law, ed. P. Birks (1994) 10–24.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_44">44</td><td nowrap="nowrap">52 Ridley, op. cit., n. 47, p. 283.</td><td class="diff_next"></td><td class="diff_header" id="to5_44">44</td><td nowrap="nowrap">52 Ridley, op. cit., n. 47, p. 283.</td></tr>
<tr><td class="diff_next"><a href="#difflib_chg_to5__top">t</a></td><td class="diff_header" id="from5_45">45</td><td nowrap="nowrap">53 Cartan<span class="diff_sub"> and</span> Vilkinas, op. cit., n. 48, p. 248.</td><td class="diff_next"><a href="#difflib_chg_to5__top">t</a></td><td class="diff_header" id="to5_45">45</td><td nowrap="nowrap">53 Cartan Vilkinas, op. cit., n. 48, p. 248.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_46">46</td><td nowrap="nowrap">54 P. Harris, ‘Curriculum Development in Legal Studies’ (1986) 20 The Law Teacher 110<span class="diff_sub">,</span> at 112.</td><td class="diff_next"></td><td class="diff_header" id="to5_46">46</td><td nowrap="nowrap">54 P. Harris, ‘Curriculum Development in Legal Studies’ (1986) 20 The Law Teacher 110 at 112.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_47">47</td><td nowrap="nowrap">55 Dearing, op. cit., n. 12, para 9.3.</td><td class="diff_next"></td><td class="diff_header" id="to5_47">47</td><td nowrap="nowrap">55 Dearing, op. cit., n. 12, para 9.3.</td></tr>
<tr><td class="diff_next"></td><td class="diff_header" id="from5_48">48</td><td nowrap="nowrap">57 G. Steiner, Errata: An Examined Life (1997) 20.</td><td class="diff_next"></td><td class="diff_header" id="to5_48">48</td><td nowrap="nowrap">57 G. Steiner, Errata: An Examined Life (1997) 20.</td></tr>
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