Abstract
The theoretical study combined with empirical probes is focused on the key issue of educational theory and practice: How to capitalize from students diversity for effective learning of all? In the core of the study there is a description and interpretation of some instructional strategies based on working with cognitive conflict in the cooperative context - cooperative strategies, academic controversies, drama strategies. The strategies are interpreted in the frame of 1. the whole school concept 2. conflict based educational concept - in social constructivistic paradigma 3. views on heterogenity and homogenity in educational environment.
The key issues are seen in implementation processes, in the broader space for the strategies which are elaborated theoretically and empirically testified, but limited in our school practice.