This article questions the relevance of comparison for the construction of legal knowledge. Legal comparison, as a practice involving a plurality of actors (legislators, judges, academics, practitioners, experts) and drawing on a range of specific techniques, has been used to build a modern domestic law. Today, it plays a crucial role in the elaboration of a “global” law at the regional level. But there is more. The reflexive analysis of such a way to produce legal norms provides new insights, from both methodological and epistemological perspectives. Furthermore, at a time when the trend towards the “globalisation” (gurōbaruka) of legal education is intensifying in Japan, the question is whether such an analysis stimulates the development of innovative teaching/learning practices and if legal comparison—as a didactical tool—still affects law as an object of teaching in Japan.