Advanced International Journal of Multidisciplinary Research

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Reimagining Legal Education in India: Lessons from Gurukul Pedagogy and Clinical Methods

Author(s) Dr. Swarup Mukherjee
Country India
Abstract This article undertakes a critical and interdisciplinary examination of the structure and pedagogical foundations of legal education in India, arguing that the existing model remains fragmented, overly doctrinal, and insufficiently responsive to ethical and social realities. Despite significant reforms introduced under the Bar Council of India—including the incorporation of clinical legal education—there persists a substantial gap between classroom instruction and the practical, ethical, and community-oriented demands of the legal profession. This gap manifests in limited experiential learning, weak mentorship structures, and the marginalization of ethical reasoning within the curriculum.
In response to these deficiencies, the article revisits the Gurukul system of education, an indigenous pedagogical model rooted in the principles of holistic development, mentorship, and value-based learning. Drawing upon Indian philosophical traditions, the study highlights how Gurukul pedagogy integrates knowledge, ethics, and lived experience, thereby offering a more comprehensive framework for professional education.
The research adopts a doctrinal, analytical, and comparative methodology, engaging with legal theory, educational philosophy, and policy frameworks to evaluate both clinical legal education and traditional pedagogical systems. It identifies a critical gap in existing scholarship, which has largely treated these two domains independently without exploring their potential convergence.
The central argument advanced is that a hybrid pedagogical model, combining the immersive and ethical dimensions of Gurukul pedagogy with the practical, justice-oriented approach of clinical legal education, can significantly enhance the quality and relevance of legal training in India. Such a model promotes continuous experiential learning, sustained mentorship, ethical integration, and deeper engagement with social realities.
The article concludes that reimagining legal education through this integrated framework is essential for aligning it with the transformative vision of the Constitution of India. By doing so, legal education can move beyond mere professional training to become a vehicle for cultivating socially responsible, ethically grounded, and contextually aware legal professionals, capable of contributing meaningfully to justice and democratic governance.
Keywords Legal education, Gurukul pedagogy, clinical legal education, experiential learning, legal ethics, mentorship, India, constitutional values
Discipline Arts
Published In Volume 4, Issue 3, May-June 2026
Published On 2026-05-14
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