ABSTRACT
This section of the book investigates three historical moments that exemplify many of the themes and approaches of Part 1. In Chapter 3 we have the early twentiethcentury experiments in realist curriculum design and the later twentieth century reformulations of this discourse. Chapter 4 discusses a historical example of ethics teaching that, by comparison with contemporary approaches to competence and ethics and concept of the broken middle can provides us with insight into our own ethical dilemmas. Chapter 5, analysing the differences and similarities between medieval manuscript culture and our electronic environments, reveals surprising parallels and contrasts between ways of creating and negotiating information environments. Throughout we see legal education altering its shape and form in many ways as it comes under pressure from other thought systems or from internal pressures (information analysis and retrieval, for instance). It is possible to see within each historical moment the process of lamination, of layers of dissonance and resolution. As Galison has reminded us, even within a discipline there are cross-ply: grains that are laid athwart each other, and which give strength to the structure as a result (Galison, 1997, ch. 9.5).
