Abstract
After some three decades in education as student, teacher, or administrator, the author was widowed when a distressed graduate student murdered her husband in his university office. The author's self-designed recovery process included training in the principles of nonviolence and conflict resolution. In this essay, it is suggested that these principles and methods offer crucial curricular material for both analytical study and violence prevention in schools. These same principles also offer a balanced way to live. With respect to balanced living and the twin dilemmas of school violence and recovery, the author suggests that rational and emotional mental processes, private and public selves, individual and community goals, and microcommunity and macrocommunity structures be rethought. In addition to the principles of nonviolence, the author relies on a race relations scholar for notions of community and several feminist thinkers for analyses of ethics.
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