The premise of "Judicious Discipline" states that for students to become responsible citizens they must be given responsibility. Its operating theory is that building a school culture through a non-punitive, democratic approach to classroom management and school discipline produces students who are responsible for their own actions and who consciously strive to do good for society's sake. It claims that students in schools and classrooms where "Judicious Discipline" is practiced establish and maintain better interpersonal relationships than students and educators in schools where the rewards and punishment or stimulus/response theory is practiced. It asserts that in schools/classrooms where the principles of "Judicious Discipline" are applied, educators contribute favorably to students' social development, their sense of autonomy, and help to prepare them better for living and learning in a democratic society. This paper describes and discusses an action research project that was approved by Gustavus Adolphus College (Minnesota) and employed both quantitative and qualitative measures to test the theoretical outcomes of implementing "Judicious Discipline." The findings indicate that "Judicious Discipline" provided students, educators, administrators, and staff with a common language of civility used to solve social problems and think about what was right and good. (Contains 18 references and 10 tables.) (BT)