The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers' Practices (Vivienne Collinson); and (8) Fostering a Culture of Peace through Education (Panna Akhani). Part IV, Exploring Reasons for Conflict, includes: (9) The Voices of Victims of Torture, the International Community, and Educating for Peace (Matin Royeen); (10) Teacher Education Students' Perceptions and Views about Equity and Discrimination in Universities in Ankara, Turkey (Hasan Huseyin Aksoy); (11) Formation of Pre-Peace Values through Social Cognition (Martina Navarro); (12) Towards the Culture of Peace and Non-Violence (Lydia Fernandes.); (13) Peace and Human Rights: A Case Study of Undergraduate Students in India (Ragini Didolkar and Panna Akhani); and (14) The Relationship between Conflict Management Styles Used by School Principals and Job Satisfaction Levels of Teachers (Ali Ilker Gumuseli). Part V, Curriculum Practice to Create Peaceful Classrooms and Schools, includes: (15) The Renaissance Group: One Institution's Response to the Principles that Support Diversity and Peace in Teacher Preparation Curricula (Shirley Stennis-Williams); (16) Cross-cultural Counseling: Problems and Prospects (Elvira Repetto); (17) Curriculum on Peace (Jean Benton); (18) The International Educational Initiatives K-12 Curriculum: A Road to Peace and Moral Leadership (Judith Johnson and Michael Higgins); (19) Research and Development of a Cooperative Learning Model of Whole School Learning Reform in Chieng Mai, Thailand (Ranumas Ma-oon); (20) The Socio-Cultural Animator and Interpersonal Mediation (Maria Angeles Hernando Sanz); (21) Enhancing the Appreciation of Pre-Service Teachers for Religious Diversity (Kathleen Conway); and (22) Managing Violent Behavior in the Secondary Schools: A European Perspective (Leslie Caul and Sandra McWilliams). Part VI, Developing Social Awareness and Conscience in Children, includes: (23) The Way of the Hero: Children's Understandings of Social Responsibility (Roxana Della Vecchia); and (24) Using Children's Literature to Promote Equity, Peace, and Universal Realization of Human Rights (Judy Leavell and Nancy Ramos-Machail). Part VII, Contributing to the Development of Peaceful Communities, includes: (25) A Story of the Peace Boat: A Strategy for Creating A Culture of Peace (Ayako Ogawa); (26) An Interprofessional Collaboration Model: Cultivating Healthy Communities (Berta Gonzalez); and (27) Teaching Strategies to Promote Collaboration with the Local Community in the Development of a Curriculum which Cultivate the Ideal of Harmonious Coexistence (Quintina Martin-Moreno Cerrillo). Part VIII, Creating Curriculum to Preserve the Balance of Nature on the Planet, includes: (28) Waste Management and Environmental Education: Some Imperatives Towards a Culture of Peace (Basilisa Camacho); (29) A Study of Environmental-relevant Components of University Science Teacher Education in Nigeria and Zimbabwe for the 21st Century (Busari Olanitemi O. Elizabeth); (30) Misconceptions Held by Elementary Education Majors Regarding Three Environmental Issues (Tahsin Khalid); and (31) Effects of Learning by Using Storyline Methods on Environmental Science Learning Achievement and Satisfaction Towards Instruction of Upper Secondary School Students (Pimpan Dachakupt and Payao Yindeesuk). Part IX, Creating New Forms of Solidarity and Communication through Technology, includes: (32) The Educational Use of International Mass Media for Teaching Peace Studies and Conflict Resolution Strategies (Wilesse Freeman Comissiong); (33) Report on Global Strategies: Bridging Education, Technology and Human Performance Divides through Digital Equity (Joyce Pittman); and (34) Learning Across the Continents: Using Internet Technology to Promote Multicultural Understandings and Communication (Jeffry Gordon and Johanna Looye). (Individual papers contain references.)