This paper proposes a conceptual model for celebrating student diversity through altering the roles, rules, and relationships among teachers, pupils, and the community and teaching two components of responsibility: accountability and flexibility. The paper first reviews three historical responses to diversity (marginalization, reform, and tolerance) and suggests that valuing diversity is a better approach. The importance of incorporating the teaching of responsibility into the curriculum, and the teacher's role in doing so, are stressed. Instructional methodologies that encourage responsible and "response-able" behavior are encouraged, as are teaming and creative problem solving among educators. Two examples of education for responsibility are described, an ancient civilization's approach and a contemporary multicultural community's approach. Traditional Native American education is seen as fostering self-worth as well as responsible and "response-able" behavior. Efforts in Merced, California, which has high numbers of Hispanic and Asian American students, toward full integration of all its diverse students are recounted, especially those deliberately designed to foster student responsibility. An example of a collaborative special/regular teaching team illustrates how such practices as offering options in assignments results in greater integration and student responsibility. (Contains 20 references.) (DB)