Konflikte verstehen. Planspiele und ihr Potenzial in der Lehre der Friedens- und Konfliktforschung

1. EINLEITUNG - 2. GESCHICHTE UND DEFINITION VON PLANSPIELEN - 3. PLANSPIELE ALS METHODE DES AKTIVEN LERNENS - 4. POTENTIAL DER METHODE IN DER FUK - 5. AUF DIE LERNZIELE KOMMT ES AN – EINE TYPOLOGIE DES PLANSPIELS - 6. FALLSTUDIEN - 7. FAZIT - ANHANG: DIDAKTISCHE HINWEISE FÜR DIE AUSWA...

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Bibliographic Details
Published in:CCS Working Papers (Band 13)
Main Authors: Raiser, Simon, Warkalla, Björn
Format: Article
Language:German
Published: Zentrum für Konfliktforschung 2011
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Online Access:PDF Full Text
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Table of Contents: In this paper, the authors reflect on the potential of simulation games for teaching peace and conflict studies. Based on many years of practical experience in developing and facilitating simulation games both in academic and non-academic contexts, the authors first assess the merits of simulation games as an active learning tool. In general, it is believed that students are more engaged in simulations and learn more effectively than in lectures and other traditional methods. The paper posits that when developing or using simulation games it is imperative to decide first of all on the learning objectives in order to achieve the above mentioned advantages. Based on this premise, the authors proceed to classify simulation games according to their primary learning objectives, distinguishing games geared primarily towards conveying knowledge from those aimed at training and soft skills. Games for generating knowledge focus on teaching both processes and dynamics of conflicts and politics in general, factual knowledge about a given conflict or policy field, or institutional procedures. The second category concerns learning objectives such as training teamwork, communication, negotiation, as well as the ability to deal with crisis situations, and making decisions under stress. The relevance of these learning objectives for teaching peace and conflict studies is then assessed on the basis of four case studies describing different simulation game concepts. The authors conclude by arguing for a more extensive use of simulation games in academic teaching and with practical hints on how to choose the right game format or how to develop such a simulation.