The only reason to teach legal ethics, or professional responsibility, is to try to make the legal profession more worthy of its stated ideals.1 In our title, we call the University of Pennsylvania Law School Center on Professionalism's efforts to do this Exploring the Continuum. We say exploring because we have found that teaching legal ethics is an exploration. The enterprise demands intellectual rigor, it requires probing the core values of the legal profession, and it leads continually to new and expanding ideas. Thus, the premises on the basis of which we select and present our teaching materials have steadily evolved in ways that have surprised us since this Center began some eight years ago, and we expect they will continue to evolve. Continuum is short-hand for the principal conclusion we have reached: Nothing, or at least very little, will be done to make the profession more worthy until legal ethics is taught as a continuum. This education should start in the first year of law school and continue throughout law school and beyond, to include practicing lawyers and judges. In what follows, we explain how we came to this conclusion by describing our courses and how we develop them. We pay particular attention to two projects made possible by the support of the W.M. Keck Foundation: a group of specialized units, or modules, on professional responsibility designed for inclusion in other law school courses such as Family Law, Civil Procedure, and Corporations; and a judicial ethics course, which will use literature and film to define themes around which such traditional materials as judicial canons, statutes, and cases will be organized. Let us say up front that our work is driven by both optimism and despair. As we survey the legal profession today, we see a scene that would have