THE TEXT OPENS WITH AN INTRODUCTORY OVERVIEW OF THE DILEMMAS OF HIGH SCHOOL AS SEEN BY STUDENTS, TEACHERS, SCHOOL OFFICIALS, AND PARENTS. THE SPECIFIC DILEMMAS OF TEACHERS ARE THEN EXAMINED. A DISTINCTION IS MADE BETWEEN 'SURVIVAL' TEACHING AND 'GOURMET' TEACHING. IN GOURMET TEACHING THE TEACHER CAN ENLIST THE HELP OF STUDENTS IN DEVELOPING NEW WAYS OF TEACHING AND LEARNING. THE OPINIONS OF STUDENTS WITH RESPECT TO SCHOOL CONFLICTS ARE DESCRIBED AS WELL. THESE SCHOOL CONFLICTS ARE APPLIED TO THE RIGHTS STUDENTS CONSIDER MOST RELEVANT: PARTICIPATION IN DECISION MAKING, DISSENT, EQUALITY, AND DUE PROCESS. A DISCUSSION OF ANGER, VERBAL THREATS, VIOLENCE, AND VANDALISM SURROUNDING SCHOOL CONFLICT IS INCLUDED, IN WHICH THE AUTHOR SHOWS: THE NEED FOR ALL PARTIES TO CONFLICTS TO GIVE DIRECT VERBAL EXPRESSION TO ANGER AS A WAY TO OPEN NEGOTIATIONS; AND THE ALTERNATIVES TO VERBAL EXPRESSION OF ANGER - VIOLENCE, VANDALISM, AND COERCION. FINALLY, THE TEXT OFFERS SPECIFIC SUGGESTIONS ON WAYS TO RESOLVE SCHOOL CONFLICTS BY NEGOTIATION AND CHANNELING OF CONFLICT ENERGIES INTO REFORM AND CONFLICT RESOLUTION. THE APPENDIXES INCLUDE A CONFLICT INTERVIEW FORM AND A CHECKLIST THAT CAN BE USED FOR TRANSFORMING PARTISAN STATEMENTS INTO FORMS MORE SUITABLE FOR THE PRODUCTION OF A MUTUALLY ACCEPTABLE STATEMENT. A SUMMARY OF THE ORIGINAL RESEARCH PROJECT IS ALSO APPENDED. (AUTHOR ABSTRACT MODIFIED)