Engineering students who have been taught to question, to challenge, and to see the whole situation in a problem will optimize the solution with due regard to the environmental effects. (MU)

Describes communications skills for dealing with "teacher owned,""student owned," and mutual problems that result in classroom conflict and poor relationships between students and teachers. (GC)

Kohlberg's interpretation of moral choice is criticized. The alternative view proposed locates Kohlberg's conception of moral choice as a stage in a larger process of moral deliberation that has a progressive structure. How deficiencies of the Kohlberg approach can be remedied is suggested. (Author/RM)

Proposes that school districts establish informal liaison committees with union and management representatives to speed up resolution of problems without having to resort to usually slow-moving grievance procedures. Suggests how to set up and operate a management-union liaison committee. (RW)

Conflict is examined in relation to the situation in which it occurs, by the goals toward which it is directed, by the inherent human costs and benefits of its employment, and in terms of the intentions of the participants in the process. (MLW)

Examines the problems inherent in working with citizen advisory committees and offers advice to boards and administrators on meeting or preventing conflict with these groups. (WD)

Describes a hospital-sponsored program to train bicultural leaders to ease the school-to-work transition for new graduate nurses. Specific information on planning, implementation, sponsorship requirements, and evaluation is presented. (Author/SK)

Collective bargaining is seen as a process of shared authority used in some institutions to manage conflict. Some ways in which parties to bargaining can significantly alter their relationships to promote constructive and creative outcomes of conflict are suggested. (MLW)

Describes a study which asked 1,000 American high school seniors to explain what they understood by the term "democracy." Findings showed large proportions of the students had some idea of what it meant, but they had difficulty in applying democratic principles to the solution of political conflict situations. (Author/CK)

Although cognitive developmentalists explain moral stage progression in part by experiences of disequilibrium (cognitive disorganization, confusion, an anxious search for order), relevant data collected from 75 college students indicate that there is no difference in reported disequilibrium between those in moral transition and those not in moral…

Offers concrete strategies for teaching students about frustration, reducing classroom stress, and integrating frustration-tolerance techniques into the regular curriculum. Discusses how to teach self-control within the curriculum with tips on relaxation, support, and acknowledging accomplishments. Claims that such steps will reduce related…

Open meetings are regularly scheduled times when all class members and the teacher sit together in a closed circle to discuss important topics, such as name-calling. Such meetings are structured, moving from reviewing ground rules to posing a warmup question, encouraging numerous perspectives, personalizing the topic, and challenging students to…

Discusses the positive value of conflicts and describes a six-step program, Teaching Students To Be Peacemakers, that instructs students in how to negotiate and mediate conflicts. Reviews research on the effectiveness of the program and the benefits of self-regulation for school discipline programs. Provides steps on how to structure academic…

This paper advocates a philosophy of science teaching that embraces intellectual conflict, suggesting that it is important to engage students in productive intellectual conflict in order to teach for conceptual change. Presents two approaches that could actualize the philosophy of "teaching the conflicts" within science instruction. (SM)