...gender relationships, which are tough for people to deal with, are key to whether a society orients to domination or partnership in all its relations.

For Islamic fundamentalists male "honor" is equated with control over the women in a man's family - to the extent that killing a woman who makes her own sexual choices (like marrying without her father's consent) is considered honorable, rather than criminal.

So many of the models of courage we've had, ones that are still taught to boys and girls, are about going out to slay the dragon, to kill. It's a courage that's born out of fear, anger, and hate. But there's this other kind of courage. It's the courage to risk your life, not in war, not in battle, not out of fear ... but out of love and a sense of injustice that has to be challenged. It takes far more courage to challenge unjust authority without violence than it takes to kill all the monsters in all the stories told to children about the meaning of bravery.

And this exclusion of "women's work" continues, despite United Nations data gathered since 1975 (the beginning of the UN Decade for Women) indicating that women globally contribute two-thirds of the world's work hours, for which - given the imbalanced, unjust, and truly peculiar nature of the accounting characteristic of dominator economics - they globally earn only one-tenth of what men do and own a mere one-hundredth of the world's property.

war and the 'war of the sexes' are neither divinely nor biologically ordained.

to change our realities, we also have to change our myths. As history amply demonstrates, myths and realities go hand in hand.

Schools in which students and teachers relate as partners-where Rosenberg's Nonviolent Communication is part of every interaction are communities of learning, rather than top-down, impersonal factories. Young people begin to see school as a safe and exciting place of exploration where they can share feelings and ideas, and where each child is recognized, valued and nurtured.