... This book provides step-by-step instruction for implementing a narrative-based approach as an alternative to traditional discipline strategies.

The Hidden School reveals a book within a book, a quest within a quest and a bridge between worlds. Dan Millman takes readers on an epic spiritual quest across the world as he searches for the link between everyday life and transcendent possibility. Continuing his journey from Way of the Peaceful Warrior, Dan moves from Honolulu to the Mojave Desert, and from a bustling Asian city to a secluded forest, until he uncovers the mystery of The Hidden School. While traversing continents, he uncovers lessons of life hidden in plain sight - insights pointing the way to an inspired life in the eternal present. Along the way, you'll encounter remarkable characters and brushes with mortality as you explore the nature of reality, the self, death and, finally, a secret as ancient as the roots of this world. Awaken to the hidden powers of paradox, humour and change. Discover a vision that may forever change your pe­rspectives about life's promise and potential.

Children describe many of the things they learn and do at their school which uses the methods developed by Maria Montessori.

Originally given by Charles H.C. Kim at The Peace School, this book's 31 talks offer practical yet profound insight into becoming a person of peace amid the challenges we face in today's world. Peace Breathing combines the vital energy of breath with the powerful energy of thought to calm your mind, reduce stress, and open your heart to your true self. Kim draws on more than 45 years of meditation practice and uses vivid stories and examples from nature and everyday life to show how we can bring peace to ourselves and the world. Charles H.C. Kim is President of The Peace School, a non-profit, educational organization founded in Chicago by his father in 1972. Kim began his lifelong practice of meditation when he was in elementary school. He teaches Peace Breathing Meditation, Peace Yoga and Traditional Tae Kwon Do. He believes these practices have the power to build world peace, one person at a time.

Introduction -- Note -- Chapter 9: Considering research -- Introduction -- Engaging with research -- Engaging in research -- Suggested methods -- Evaluation -- Conclusion -- Note -- References -- Chapter 10: Case studies -- Introduction -- Holte Secondary School, Birmingham -- Kings Norton Primary School, Birmingham -- Queensbridge Primary School, Hackney, London -- Raddlebarn Primary School, Birmingham -- Hackney Community College, London -- Conclusion -- Chapter 11: Curricular activities -- Introduction -- Inclusion -- Citizenship -- Wellbeing -- Conclusion -- References -- Concluding comments -- Reference -- Index

Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.

Peace education is now well recognized within international legal instruments and within critical educational literature as an important aspect of education. Despite this, little attention has been given in the critical literature to the philosophical foundations for peace education and the rationale for peace education thus remains substantially an assumed one. This investigation explores some possible ethico-philosophical foundations for peace education, through an examination of five specific ethical traditions: 1) virtue ethics, whereby peace may be interpreted as a virtue, and/or virtue is interpreted as peacefulness, and peace education as education in that virtue; 2) consequentialist ethics, whereby peace education may be interpreted as education regarding the consequences of our action and inaction, both as individuals and collectivities; 3) conservative political ethics, whereby peace education may be interpreted as emphasizing the importance of the evolution of social institutions and the importance of ordered and lawful social change; 4) aesthetic ethics, whereby peace may be interpreted as something beautiful and valuable in itself, and peace education as emphasizing the importance of that beauty and value; and 5) the ethics of care, whereby care may be interpreted as a core element in peace, and peace education as encouraging trust and engagement with the other. The study addresses major contributions to each of these ethical traditions, the strengths and weaknesses of the tradition, and the ways in which the tradition provides support for peace education. It is argued in the thesis that each tradition provides only a partial basis for peace education, and that ultimately a holistic and integrative understanding is required, one that encourages a culture of peace. " ... an important addition to the emerging literature on peace education and the culture of peace" (From the Foreword by Koichiro Matsuura, Director-General of UNESCO).