Offers 10 brief contributions exploring the authors' own experiences with schooling and social differences; probing the connections among schooling, social difference, and conflict; describing programs; and reviewing books for adolescents. (SR)

Provides a rationale and suggests an approach for incorporating conflict resolution skills and insights into the elementary school social science curriculum. Points to problems in modern society attributable to individuals' lack of ability to reconcile inner conflicts and differences with others. (AYC)

Portrays the interactions of teachers and students as they explore peacemaking in the elementary grades. Includes children's responses to the Peacemaking program, a note on I-messages, and a discussion on how to begin peacemaking. (SR)

Presents a portrait of a grade 5/6 classroom engaged in conflict resolution. (SR)

Describes an elementary school exercise in which students are assigned to write letters about their acts of misbehavior to persons involved in the incidents. Points out that such letters contain the elements of (1) a real, knowable audience; (2) internal motivation; and (3) a concern for clarity. Includes examples of student letters. (SG)

Peace Education is now considered by many as a viable curriculum that could be integrated into many school programs. This paper identifies and clarifies the role that peace education can play in the creation of a humane, nonviolent learning environment; highlights recent research on brain-based learning that holds significance for the inclusion of…

Describes the Peacemaking program at the Downtown Alternative School, an elementary school in Toronto, Canada. Provides a context of understandings about theory and classroom practices involving struggles with conflict and differences. (SR)

Noting Montessori's belief that establishing peace is the work of education, describes facets of the Montessori classroom community, including safety, inclusiveness, work plans, class meetings, community service projects, realism, classroom economy, contemplation, peaceful resolution of conflict, group problem solving, mediation, the spirit and…

Describes a comprehensive model of classroom character education in the following components: the teacher as caregiver, model, and mentor; the caring classroom environment; moral discipline; the democratic classroom environment; values instruction through the curriculum; cooperative learning; the conscience of the craft; ethical reflection; and…

Discusses the gap that exists between teachers' and administrators' perceptions of reading instruction; advocates cooperative goals with respect to the reading process and the measurement of student achievement. (MAI)

Describes a process used by the Downtown Alternative School, Toronto, Canada, to resolve conflicts among the students there. Offers the perspectives of the teachers, students, parents, and observers on the effectiveness of the approach. (TB)

Reflects upon the Montessori teacher's role as a peace educator in light of the terrorist attacks of September 11, 2001. Rearticulates Montessori's assertion that only through education can the fundamental issues of peace be addressed. Suggests that Montessori teachers seek professional development opportunities to help them incorporate the peace…

First grade teachers detail how they successfully taught students assertiveness techniques for conflict resolution. Three times weekly, children learned to express themselves and take more responsibility for their behavior. Role playing was an important component. Teachers modeled assertive behavior, and parents were apprised of the situation so…

An Oregon elementary-school principal describes her experience of creating a peaceful school. To create the safe environment needed for learning, teachers taught students conflict-resolution skills; 15 life skills, such as integrity, initiative, flexibility, and humor; and a three-step problem-solving model. Students are taking their new skills…

The Carnegie Corporation's mission is to continue Andrew Carnegie's philanthropic preoccupations with promoting education and world peace. In this essay, retiring Carnegie Corporation President David A. Hamburg provides a detailed accounting of his stewardship of the foundation since 1983, when he set forth new program directions in the context of…