Site mapPlease note that the sections that have more than one page (8b., 8c., 8d., etc.) do have unique information on the first page of that group, the page with just a number (ie, 8.).
1. Home3. How can one school help solve a conflict?5. Schools between “self- described states" 5b. Why Cyprus first? 5c. Video clips of these four conflicts between "self-described" states 5d. Israel - Palestinian Authority 5e. North Korea - South Korea 5f. Syria - Israel 5g. Pakistan - India
7. For the best conflict- resolution results
9. Why only integrating the school is not enough 9b. Cooperative, competitive, and individualistic efforts 9c. Integrated schools and inter-group relations 9d. Instilling a shared "superordinate identity" 9e. The cooperative school
4. Extended summary6. Schools for intra-state conflicts between factions 6b. Northern Ireland (Belfast) 6c. Iraq (Baghdad) 6d. Lebanon (Beirut) 6e. Afghanistan (Kabul) 6f. Nepal (Kathmandu)
8. The Cyprus problem 8b. Resolution efforts so far 8c. Graphs from a UN survey in 2007 8d. Effect of the EU's decision about Turkey10. Cooperative learning (CL) is neeeded 10b. Video clips of CL 10c. CL in Cyprus and Turkey 10d. Weaknesses of CL 10e. Research on CL
11. Peer mediation and conflict-resolution education (CRE) 11b. Research on peer mediation 11c. Research on conflict- resolution education 11d. Curricula for peer mediation and CRE 11e. Aspects of successful negotiations
12. The Cypriot School (TCS) 12b. Cypriots' views on bi-communal schools 12c. Drawing of The Cypriot School 12d. Minimal visibility of maximum safety 12e. Admissions formula for the influential two-year-olds 12f. Utilizing best practices in education 12g. Parents’ decision – no forced coercion 12h. How to develop the public’s support 12i. Minimal foreign involvement
13. Why not use The Junior School and The English School? 13b. The argument for using them as they are 13c. The argument for not using them or with changes
14. Teaching history at The Cypriot School 14b. Teaching controversial history topics 14c. Structured Academic Controversy (SAC) 14d. Scholarly research on SAC 14e. Why SAC is better than debates 14f. Graphic organizer for SAC 14g. SAC example: The Khmer Rouge 14h. Cypriots' views on teaching controversial history issues 14i. Proposed history curriculum for TCS
15. How TCS might catalyze a solution – Part 1 15b. Cognitive dissonance examples 15c. Cognitive dissonance in TCS families – Part 1 15d. Cognitive dissonance in TCS families – Part 2 15e. Visuals: Cognitive dissonance at TCS 15f. Analogy: A watershed and a dying fruit tree
16. How TCS might catalyze a solution – Part 2
17. Funding TCS 17b. Costs of TCS 17c. Who will pay for TCS? 17d. Costs of other conflicts that might benefit
19. Video clips about The Cypriot School
20. High-speed rail for The Korean and Abrahamic Schools 20b. Estimated cost 20c. Youtube videos of conventional high-speed trains 20d. RAND: High-speed rail for the Palestinians 20e. Maglev or conventional high-speed rail? 20f. Youtube videos of maglev trains
21. Common questions
22. Message board
23. Wikis
24. Selected bibliography
25. Contact information
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