This article compares “training” to “education” generally and, specifically, with respect to the question of how this distinction plays a role in teaching negotiation and the possible emergence of a “second generation” of negotiation theory and practice.

Both in theory and practice, our understanding of what “culture” is remains limited; the subject, in fact, is either misrepresented or all but ignored in most of the popular and scholarly literatures. The author offers six mutually related ideas that help to explain what culture is not. He then describes an approach to understanding cultures that he finds more useful. The implications of that approach have led him to several different techniques for teaching the subject in negotiation classes.