Introduction: concerns about the content of legal education In recent years, there have been many conferences dealing with internationalization of legal curricula.1 Primarily Western educators have analyzed different approaches to the question of internationalization. The key debate within that literature has tended to be whether reforms should be comprehensive or should be add-ons to the existing curriculum, that is, they are looking at how to implement change, not why one should do so.2 Yet how is usually determined by why.