Simulating the Camp David Negotiations: A Problem-Solving Tool in Critical Pedagogy

Autor/inn/en	McMahon, Sean F.; Miller, Chris
Titel	Simulating the Camp David Negotiations: A Problem-Solving Tool in Critical Pedagogy
Quelle	In: Simulation & Gaming, 44 (2013) 1, S.134-150 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-8781
DOI	10.1177/1046878112456252
Schlagwörter	Power Structure; Foreign Countries; Constructivism (Learning); Graduate Students; Peer Teaching; Critical Theory; Simulation; Peace; Conflict Resolution; International Relations; Teaching Methods; Problem Solving; Critical Thinking; Political Science; Israel; Palestine + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Peer group teaching; Peer Group Teaching; Kritische Theorie; Simulation program; Simulationsprogramm; Frieden; Conflict solving; Konfliktlösung; Konfliktregelung; Internationale Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Kritisches Denken; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Palästina
Abstract	This article reflects critically on simulations. Building on the authors' experience simulating the Palestinian-Israeli-American Camp David negotiations of 2000, they argue that simulations are useful pedagogical tools that encourage creative--but not critical--thinking and constructivist learning. However, they can also have the deleterious effect of reproducing unequal power relations in the classroom. The authors develop this argument in five stages: (1) They distinguish between problem solving and critical theory and define "critical thinking"--something not done by the simulation orthodoxy; (2) They describe the Camp David simulation. This is their contribution to the relatively small corpus of literature on simulating Palestinian-Israeli relations; (3) They review the constructivist learning and peer teaching accomplished through their simulation. This section is notable because it is authored by a graduate student who participated in the simulation as a meaning maker; (4) They review the manner in which simulations promote creative, not critical, thinking, and reproduce asymmetrical power relations; and (5) They reflect on the overall utility of simulating the Camp David negotiations in the classroom. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10