How to teach negotiation cannot be effectively summed up in a few ready‐to‐be‐applied principles. In this article, I define a paradoxical professorial stance that I believe can be useful for helping students learn negotiation concepts and methods, and will also help them reflect on their own practice. The paradoxes are the following: caring for the students while deliberately exposing them to frustration; nurturing a lively, interactive course while respecting those students who prefer to remain silent; helping the students to be more autonomous while simultaneously manipulating them; accepting their vulnerability while nurturing their creativity; and finally, maintaining both professorial distance and closeness. My adoption of such a paradoxical stance as a professor has encouraged greater creativity in my students, and by the end of the course, they are better able to create value in a negotiation simulation.

This article discusses the use of the La Francilienne CD‐ROM, which I developed with my colleague Alain Lempereur, law professor at ESSEC Business School, near Paris. As a professor in the ESSEC Department of Environment, I use the CD‐ROM as the basic tool for my course “Concertation, Decision, and Local Democracy.” The CD‐ROM's simulation of a public negotiation process for a highway project allows me not only to teach basic concepts and methods of negotiation and mediation but also to enhance two important concepts in public decision processes in planning and environment: conflicts and creativity. The students are given the opportunity first to experience, and then to discuss, conflict and creativity in a quasi‐real setting. These experiences and discussions encourage an internal change process for the students and help them to integrate the negotiation and mediation concepts and methods taught. This internal change will be conceptualized in this article according to two educational theories: transitional thinking theory and experiential learning theory.

Mediators, called “night correspondents,” have been hired by some French municipalities to reduce violence in the neighborhoods, using dialogue and daily help (in repairing things in particular). Night correspondents seem to be especially appropriate to reduce incivility, i.e. daily nonrespectful behavior. This essay reports on the results of two surveys conducted in Cergy by MBA students of two seminars at ESSEC business school. Although the recommendation of hiring night correspondents has not been followed yet in Cergy, several decisions have been taken by the social lessors and other public actors in the neighborhoods aimed at reducing violence, through mediation processes.