The Drama of International Relations (original) (raw)
Related papers
Sears (2018) War and Peace in International Relations Theory - A Classroom Simulation
Journal of Political Science Education, 2018
Simulations are increasingly common pedagogical tools in political science and international relations courses. This article develops a classroom simulation that aims to facilitate students’ theoretical understanding of the topic of war and peace in international relations, and accomplishes this by incorporating important theoretical concepts about the causes of war found in international relations theory into the design and implementation of the simulation. In addition to sharing a successful classroom simulation with other international relations instructors, the article makes two important contributions to the pedagogical literature on simulations. First, it shows how simulation design can be usefully based on the theoretical concepts and/or substantive problems that course instructors aim to impart to their students. Second, it demonstrates that it is possible to achieve important learning objectives with low-intensity simulations that do not require a big investment of time, energy, and resources. Citation: Nathan Alexander Sears (2018): War and Peace in International Relations Theory: A Classroom Simulation, Journal of Political Science Education 14(2): 222-239.
War and Peace in International Relations Theory: A Classroom Simulation
Journal of Political Science Education
Simulations are increasingly common pedagogical tools in political science and international relations courses. This article develops a classroom simulation that aims to facilitate students' theoretical understanding of the topic of war and peace in international relations, and accomplishes this by incorporating important theoretical concepts about the causes of war found in international relations theory into the design and implementation of the simulation. In addition to sharing a successful classroom simulation with other international relations instructors, the article makes two important contributions to the pedagogical literature on simulations. First, it shows how simulation design can be usefully based on the theoretical concepts and/or substantive problems that course instructors aim to impart to their students. Second, it demonstrates that it is possible to achieve important learning objectives with lowintensity simulations that do not require a big investment of time, energy, and resources.
International Studies Perspectives, 2013
This article reviews experiences from a large-scale student simulation, which concluded the Istanbul Conference on Mediation: Enhancing Peace through Mediation that took place in February 2012. We share insights on two unique aspects of the simulation. First, the paper examines a rare case where the simulation crossed paths with real life: a number of the impersonated officials (and offices) including the president of the General Assembly of the UN, the Minister of Foreign Affairs of Turkey, and the Director of the Policy and Mediation Division of the UN Department of Political Affairs were in the audience and shared their impressions. Second, the setup of the simulation was more complex than its typical in-class counterparts. Our insights from this multiday, multi-stage, and multi-issue simulation can inform colleagues who plan to run larger scale simulations. Besides sharing experiences on a number of logistical points, we especially draw attention to the constructive role facilitators can play in augmenting the learning benefits accruing to the students from simulations.
Using Hybrid Simulations to Enhance Student Learning of International Relations Theories
Issues in Educational Research, 2021
The theoretical frameworks explicitly or implicitly employed by diplomatic historians and international relations scholars can lead to significantly different explanations for the same historical events. Therefore, a sound understanding of the basic international relations theories is required for a more comprehensive understanding of international politics. However, students tend to shun theoretical topics and debates, considering them irrelevant to practical issues and problems that they face in their daily lives. This paper argues for employing simulations as a way of enhancing student learning of international relations theories. It provides a justification and outline for the organisation and development of a hybrid simulation using the Council on Foreign Relation's Model Diplomacy interactive platform. Hybrid simulations integrate components of both face-toface and cyber simulations, with students physically interacting during the more formal simulation procedures (e.g., making formal policy statements and voting) and using the cyber environments for informal activities (e.g., as negotiations). Ultimately, hybrid simulations transform the learning environment by restructuring the interaction process between instructors and students and can contribute to enhancing student learning and their understanding of the main theories underscoring international relations theories. The use of hybrid simulations becomes more relevant as universities continue to promote more online educational opportunities for students and as unanticipated disruptions require them to have more options available to continue providing students with the best educational experiences possible.
To remedy the problems associated with passive learning, a large number of scholars have advocated the incorporation of active learning methods into the traditional university pedagogy methods of reading assignments and lectures. One of the most often used active learning methods in collegiate classrooms is simulations. Today, there is a plethora of international relations related simulations available for the faculty to adopt to meet the specific needs of their classes. One common drawback of most of the simulations available for use in international relations classes, and comparative politics classes for that matter, today is that they only employ a single level of analysis in the simulation. While there is a value in simulating world phenomena focused on a single level of analysis, which allows the students to gain a basic understanding of how theoretical components relate to the observed phenomena, these simulations do not allow for a comprehensive theoretical understanding of how phenomena observed at one level of analysis is intricately related to the phenomena observed at a different level of analysis. This paper describes the design, implementation, and preliminary results of the Treaty of Versailles simulation that was adopted for the introductory level international relations course at our university that combines both the international as well as the domestic aspects of international politics.
IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations
International Studies Perspectives, 2009
This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.
Playing games with international relations
International Studies Perspectives, 2005
After reviewing the advantages and disadvantages in using simulations to teach International Relations, this paper develops pedagogy for using simulations to teach International Relations (IR) theory. After discussing methods for integrating simulations into a class on IR theory the paper then goes on to present three simulations and the theories that they can be used to teach. The three simulations are the Classical Realism Game, Prisoner's Dilemma to the Nth degree, and Diplomacy. Finally, the three simulations are compared.
International Studies Perspectives, 2004
Use of role-play scenarios in the classroom is just one of a number of active learning techniques that are being used more and more frequently to convey the more abstract concepts of international relations (IR) to students in a meaningful way. This paper examines the value of two specific role-play exercises used in an introduction to international relations course on the topics of peacekeeping and foreign policy decision making. The value of such interactive exercises is laid out in a section examining what learning objectives can be achieved by using role-play scenarios. These include promoting student interaction and input, and promoting student curiosity and creativity. The preparations necessary for conducting such an exercise are laid out, followed by a description of the exercises as they were conducted in the classroom. Finally, an assessment of the exercises provides useful feedback on the degree to which specific learning objectives were achieved, and how such exercises can be modified to be even more effective.
Guest Editorial: International Relations and Simulation
Simulation & Gaming, 2003
Some of the first major developments in scholarship on simulation/gaming (SG) were carried out in the field of international relations (IR). Most IR people, especially those who use SG, know Harold Guetzkow's work, including the InterNation Simulation (see http://adder.colorado.edu/\~ward/hg/hg.html). An example is Sandole's article in this issue, which draws on that earlier work. Not many non-IR people in SG, however, seem to know Guetzkow's work, despite his pioneering role in the field and many scholars' view of him as the grandfather of modern academic SG. It is said that we rarely learn the lessons of history, that many of today's politicians seem to have a short memory. It would be sad to think that the academic community, especially in SG, might reveal similar weaknesses, despite the rigor that we wish to impose and declare that we follow. Academics need to avoid the mind-set and tactics of politicians; lip service cannot work in academia. This issue shows that early IR SG work is still relevant to research and issues today. This symposium thus attempts to build time bridges in IR, SG, and IR SG, and thus advance our research endeavor. It is with a historical perspective that we can more effectively move the world forward, whether this is politicians and their international affairs, IR academics, or SG professionals.