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Examines moral exclusion from the perspective of prejudice and stereotyping. Analyzes the causes and consequences of delegitimization. Suggests two models that describe the role of conflict in delegitimization and of ethnocentrism in delegitimization. Describes historical events that illustrate the consequences of delegitimization. (JS)

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1540-4560.2007.00518.x Byline: Daniel Bar-Tal (1), Eran Halperin (2), Joseph de Rivera (3) Abstract: It is well established today that emotions are an important part of most societal dynamics. The current article focuses on the role of different collective emotional elements in creating, preserving, and resolving conflicts. The main premise is that collective emotions play a pivotal role in shaping individual and societal responses to conflicting events and in contributing to the evolvement of a social context that maintains the emotional climate and collective emotional orientation that have developed. The first part of the article provides a conceptual framework to discuss the relations between conflict, context, and collective emotions. The second part uses the conceptual framework to discuss the societal implications of the articles presented in this issue. Taken together, the parts create a platform for future research on the role of collective emotions in conflict resolution and the construction of cultures of peace. Author Affiliation: (1)Tel-Aviv University (2)Haifa University (3)Clark University Article note: (*) Correspondence concerning this article should be addressed to Daniel Bar-Tal, School of Education, Tel Aviv University, P.O.B. 39040, Tel-Aviv 69978 [e-mail: daniel@post.tau.ac].

Coexistence is a state of mind shared by society members who recognize the rights of another group to exist peacefully as a legitimate, equal partner with whom disagreements have to be resolved in nonviolent ways. Achieving coexistence is a great challenge because of the negative relations between the two groups. These negative relations, the result of ethnocentric beliefs or intractable conflict, are widely shared and their abolition requires deep societal change. Education for coexistence plays an important function in this change. The article suggests that when negative relations are based on ethnocentrism, education for coexistence plays a major role in changing the nature of the relations. But when negative relations derive from intergroup conflict, education for coexistence has less influence.