Ethical lawyering as a phrase relates to two questions: how we conceive ethics and how we look at lawyering. As of now, the mandate to teach ethics is from the Bar Council of India (herein after, the BCI), although the most recent Curriculum Development Committee (hereinafter, the CDC) Report of the BCI does not throw much light on any model course. which retires from the scene after providing the nomenclature, ever since it took the reigns of mapping the law program. The word ‘lawyering,’ in the changing context, needs a broader vision. It requires going beyond institutions of justice and ‘stretching minds.’ As of now, teaching for ethical lawyering varies depending on each law school as to how it taxidermies the basic skeleton provided by BCI. In the days of yore, one did not study it in 3 years program while in 5 years program it is mandatory. What one notices is the striking flaw of not converging or linking it with clinical methods or multilevel assessment. Further, the cross-professional experience in media studies also reveals that teaching or learning or doing ethics per se is viewed as ‘not useful,’ ‘waste of time,’ very theoretical, ‘contrast of success and efficiency.’ The paper describes of what and how we teach with comparisons and contrasts. The ‘what and how’ have implicit dimensions of why and when too. The current law curriculum in India, includes rules of professional conduct within the bounds of ‘professional ethics’ which accounts for 10-20% of the curriculum, along with other components of accountancy and Bar-Bench Relations. In comparison, one could look into the courses taught elsewhere, focusing on active learning and built around the multiple visions of lawyering – visons of where and how one undertakes the task of lawyering – as deal-maker, facilitator, expert, negotiator, translator/story-teller, friend and as ‘hired gun.’ These courses emphasise on students making a self-conscious choice of a lawyering vision, ability to see the power dynamic and in putting the public interest dimension and collective duties above all. Next, the paper dwells on how it could change for future based on Carnegie Report. In order to cultivate ‘institutional intentionality’ one should revisit the learning climate, culture, excellence, quality parameters in the institute, it is going to pose ideas and challenges. The paper at the end, proposes a Roadmap. Ethics is more of a journey than destination. The war between ethicists and pragmatist is going to stay till the end of time, but redefining success and efficiency in context could bridge the two.
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