Where's the Diplomacy in Diplomacy? Using a Classic Board Game to Teach Introduction to International Relations (original) (raw)
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Lessons Learned from the Use of Board Games in an Introduction to International Relations Class
What can be done to make the Introduction to International Relations classroom more engaging? An introduction to international relations classroom was flipped, providing students with lecture content outside of class, while class time was spent working in groups on assignments and playing three different board games throughout the semester. Results from paired-sample t-tests using surveys administered at the beginning and end of the term indicate that over the course of the semester, students came to see less utility in working in groups, experienced significant declines in their enjoyment of, interest in, and perceived educational utility of board games, and diminished interest in international relations and political science more broadly. Several factors help account for these findings and point to revisions for future iterations of the course.
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.
This article discusses the advantages and drawbacks of a new pedagogical tool that is short games series. As an illustration, it introduces what could be called the " International Relations Games Show " , a series of six short games that have been played with Bachelor students to experience theories of International Relations (IR). These games were played twice during three academic years in IR introductory courses with 100 students each on average. They illustrate respectively the logics of (i) Classical Realism, (ii) Neo-Realism and Neo-Liberalism, (iii) Neo-Marxism, (iv) Heterodox International Political Economy, (v) Constructivism, and (vi) Critical Theories. The article is organized in two parts. Part 1 discusses why short games series are potentially interesting pedagogical tools. It includes a reflection on students' evaluations of games. Part 2 develops the International Relations Games Show. The conclusion summarizes the main arguments and proposes ways forward. When adequately organized-not too long, with debriefing after the game and during the lectures, and with clear rules-, short games series can improve attention, understanding, memory, general learning atmosphere, and favour success for all.
Syllabus "Diplomacy" SS2013 University of Bremen
"This seminar offers an introduction to diplomacy from two perspectives: geopolitical and professional. First, it considers diplomacy as interaction and intersection of states’ foreign policies. It introduces students to the motivations and strategies of states, the role of national leaders and the constraints of domestic politics and values in the definition of diplomatic relationships, on the historical examples of the Byzantine Empire, moderntime Europe and the United States. Another perspective on diplomacy, discussed in the seminar, views it as a professional activity. The origin and development of professional diplomacy – messengers, envoys, missions and embassies, as well as ministries of foreign affairs, their tasks and duties, principles and tools – are introduced to the students on the material of not only European, but also Eastern tradition. This seminar presents classifications and typologies of diplomatic action only after considerable historical material is discussed and once students grasp the essence of actual diplomatic interactions. A number of interactive exercises, including a role-play simulation of the international conference at Algeciras in 1906, will be organized to enhance active learning."
Short Games Series as New Pedagogical Tools: The International Relations Games Show
European Political Science, 2017
This article discusses the advantages and drawbacks of a new pedagogical tool that is short games series. As an illustration, it introduces what could be called the 'International Relations Games Show', a series of six short games that have been played with bachelor students to experience theories of International Relations (IR). These games were played twice during three academic years in IR introductory courses with 100 students each on average. They illustrate, respectively, the logics of (i) Classical Realism, (ii) Neo-Realism and Neo-Liberalism, (iii) Neo-Marxism, (iv) Heterodox International Political Economy, (v) Constructivism, and (vi) Critical Theories. The article is organized in two parts. Part 1 discusses why short games series are potentially interesting pedagogical tools. It includes a reflection on students' evaluations of games. Part 2 develops the International Relations Games Show. The conclusion summarizes the main arguments and proposes ways forward. When adequately organized-not too long, with debriefing after the game and during the lectures, and with clear rules, short games series can improve attention, understanding, memory, general learning atmosphere, and favour success for all. Keywords teaching international relations; theories of international relations; pedagogical analysis; games european political science: 2017
2017
The paper illustrates the rich diplomacy and international relations content contained within Grand Strategy video games and how this could be used as a great learning and teaching tool within the discipline. The paper initially surveys learning and video game literature with an emphasis on strategy and board games. Second, it briefly defines diplomacy and international relations as a point of reference and comparison for subject matter content within Grand Strategy games. Third, it analyses Grand Strategy gameplay, mechanics, and strategies that simulate diplomacy and international relations and how this teaches the player about the discipline. Fourth, it analyses and interprets survey responses from a game forum, to understand player experiences with diplomacy and international relations within a Grand Strategy game. Finally, it highlights how these different manifestations and simulations of diplomacy and international relations, collectively represent a spectrum of digital diplo...
A Framework for Active Learning in International Relations: The Case of the Challenge Game
Journal of Political Science Education, 2019
This paper focuses on an analysis of an application of active learning in the international relations (IR) classroom. We present an experience of the so-called Challenge Game that allows the professor to explore analytical categories and basic assumptions of realist theory of IR. In addition, describing the operation of the game in its basic modality, several variations are also presented in order to help explore realism, both in its classic and structural version. We show that key concepts found in realist and neorealist theories, such as the elements that influence the behavior of states in the international system, different conceptions of power and interests, aspects of competition, the centrality of the rationality of the state, alliances building, balance of power, the anarchy of the system, and the idea of hegemony can be either introduced or revised in a dynamic fashion in an IR theory class. The game has been thought to provide means to promote active (instead of passive) learning. As a result, the class can become more dynamic, with the consequent increase of the students interest on the issue. Besides, the activity can provide an environment for discussion, boosting students' potential to think about the content.
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.
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.