Nobody Left to Hate: Teaching Compassion after Columbine

By E. Aronson. 2000

144 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/11a559033c59a5deef9d242ba53d052c0f60202b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Cooperative College Examinations: More Gain, Less Pain When Students Share Information and Grades (2003, background): “The earlier research by Aronson and this colleagues (1978) on the enhanced functioning of grade-school children in mastery teams within a jigsaw classroom, and those of Fraser and his associates (1977) on the value of peer-studying teams in college, along with others, warrants a reevaluation of the ”
Can Emotional Intelligence Be Schooled? A Critical Review (2002, background): “Notwithstanding the potential importance of EI to intellectual attainment, several proponents of the EI construct (Aronson, 2000; Goleman, 1995) have made unsubstantiated (even quite fantastic) claims with respect to the predictive utility of EI in the academic domain.”
TARGET ARTICLES: "Seven Myths About Emotional Intelligence" (2004, background): “Proponents of the El construct (in particular, see Aronson, 2000; Goleman, 1995) have made strong assertions as to the predictive utility of El in the academic contexts. Little evidence, however, is provided in support of such assertions nor has there been evidence to suggest the demonstration "that”
Effects of violent video games on aggressive behavior: Potential sex differences. (2002, unknown): “Address correspondence and reprint requests to the first author at his 283 who were somehow different and undesirable (Aronson, 2000).”
Teaching: The Lessons of Hope (2005, background): “The “jigsaw classroom” (Aronson, 2000; Aronson, Blaney, Stephin, Sikes, & Snapp, 1978) that I described previously helps to lessen the hyper–competitive atmosphere about the pursuit of grades.”
Nurture, Nature, and Caring: We Are Not Prisoners of Our Genes (2002, background): “…and nonviolent parenting, and changes in the acceptable level of teasing in schools, which might prevent tragedies such as the Columbine massacre (Aronson, 2000; Eisler, 2000), to a global politics supporting gender equity and an economics of caring rather than a system based on short-term…”
“Isn’t It Fun to Get the Respect That We’re Going to Deserve?” Narcissism, Social Rejection, and Aggression (2003, background): “Some experts may argue that violence reduction may be best obtained by eliminating social rejection (e.g., Aronson, 2000).”
Connecting Cognitive Development and Constructivism: Implications from Theory for Instruction and Assessment (2004, background): “Two additional components of cooperative learning that have been demonstrated to be successful in some situations are task specialization (e.g., Aronson, 2000) and team competition (e.g., Slavin, 1994).”
History of Social Psychology: Insights, Challenges, and Contributions to Theory and Application (2010, background): “Similar techniques have been advocated to reduce the threat of school violence at the hands of socially rejected students (Aronson, 2000).”
Is it time to pull the plug on the hostile versus instrumental aggression dichotomy? (2001, background): “A complete understanding of the Columbine High School killings , and other more common violent crimes, requires attention to a much more complex mix of motive, opportunity, and social milieu (e.g., Aronson, 2000).”
Building Empathy, Compassion, and Achievement in the Jigsaw Classroom (2002, background): “This "cooperation by design" facilitates interaction among all students in the class, leading them to come to value each other as contribu~ tors to their common task (Aronson, 2000; Aronson & Patnoe, 1997).”