The underlying conception at work here is what Danish domestic doctrine calls the ‘promise-principle’ (løfteprincippet), 937937. Andersen, supra n. 5, at 82. Accord (re. the corresponding ‘offer principle’) Mads Bryde Andersen & Eric Runesson, ‘An Overview of Nordic Contract Law,’ in The Nordic Contracts Act (2015) at 34. this in contrast to the ‘agreement-principle’ (overenskomstprincippet), upon which the Common law of contract is built. 938938. Id.
As a significant corollary to the Danish principle, an offer (tilbud), once communicated, is irrevocable, i.e. the offeror cannot ‘call back’ that offer (at least not during the time stated therein or, alternatively, for a reasonable period). In American law, however, the ‘opposite’ applies: an offer, even if communicated, is revocable: in other words, prior to acceptance, the offeror can simply ‘call it back.’
Common lawyers sometimes distinguish between the withdrawal of an offer (before it becomes effective by communication) and revocation of an offer (after it becomes effective by communication). 939939. See, e.g., Farnsworth, supra n. 4, § 3.17 with n. 1. The CISG makes the same distinction in Articles 15(2) and 16. In withdrawal contexts, Danish lawyers use the term tilbagekalde (literally: to ‘call back’); no separate terminology applies to ‘revocation’ (in the Common law sense) since the Danish rule is that an offer, once it takes effect, cannot be revoked. 940940. See text supra with notes 21-22. Revocation is possible only if the offeror has expressly retained the power to revoke (see text infra).
Significantly, the Danish (irrevocability) rule is a default rule, so if a given offeror (tilbudsgiver) declares his intention to retain the power to revoke his offer (prior to its acceptance), that intention will prevail. The American (revocability) principle, by contrast, is not a mere default rule, and so American law professors like to tease their first-year students with hypotheticals like this:
‘But what if the offeror promises not to revoke his offer?’
To which the knowing student might rightly reply:
‘That makes no difference.’