The interface between moral and legal education: towards a new paradigm of an inclusive understanding for dispute resolution

This thesis looks at the way fundamental epistemological and ontological assumptions and presumptions have shaped a discourse which does not maximise amicable outcomes for the resolution of civil disputes within our community. This study is timely and important as we are facing a crisis within our legal system, which all government efforts thus far have failed to adequately address. A new educational pedagogy for an inclusive understanding of morality has important implications for education generally, and, specifically, for legal education and the consequent delivery of legal services.