While simulations are useful tools, we need to be cognizant of the potential impact that these exercises have, particularly as they relate to training future foreign policy decision-makers.
Simulations can build professional character based on autonomy, collaboration, responsibility, and empathy.
Learning clusters can cultivate a deeper learning structure, imparting local know-how, and implicitly teach normative dimensions that are central to a sense of global citizenship.
The value of political science in general stems from the creation of informed citizens who see the world with empathy, with humility, but with hope in their own agency.
Experimental Learning, when combined with didactic learning, can challenge and (re)form both the instructor and student understanding of what counts as knowledge and expertise.
There are an abundance of alternative pedagogical techniques which can help educators formulate innovative, participatory, and efficient ways of teaching IR as a profession.
Simulations as a signature pedagogy help students grasp threshold concepts in IR, while also applying competing theoretical perspectives to explain patterns of conflict and cooperation.
Supervising involves imparting knowledge and instilling the student into the culture of IR as an academic discipline. In crude terms, supervision is somewhat akin to an indoctrination process.
Texts, letters, and video messages are “objects” only: objects of knowledge that we engage and produce, which also constantly point towards and circle back to life.
This edited volume builds on recent Scholarship of Teaching and Learning research to showcase a range of teaching and learning approaches in International Relations.
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