Originally from Cork, Ireland, Richard Kearney is Charles B. Seelig Professor in Philosophy at Boston College. Among his many books, three titles in particular are representative of the themes discussed in this interview: "Hosting the Stranger" (Continuum, 2011, co-edited with James Taylor); "On Stories" (Routledge, 2002); and…

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)

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)

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)

Discusses and illustrates the ways in which early childhood teachers can teach preschoolers about peace. Teachers can implement two simple rules: "Don't hurt anyone," and "Use words to settle problems." Explains how these rules would be implemented in particular preschool situations. (BB)

Provides a personal view of a midsized urban school district's efforts to implement conflict-resolution programs throughout the district. The authors present the different approaches used and reflect on the successes or failures of each approach. Recommendations for overcoming common obstacles in program development are offered. (GLR)

Intended for vocational education leaders, this report is presented (1) to describe various systems of ideas, thus increasing awareness of alternative vocational education views, and (2) to aid in an understanding of basic conflicts which affect vocational education. The first of nine chapters reviews the rationale behind the study and notes that…