Anarchy Is What Students Make of It: Playing out Wendt's Three Cultures of Anarchy

Autor/in	Mattlin, Mikael
Titel	Anarchy Is What Students Make of It: Playing out Wendt's Three Cultures of Anarchy
Quelle	In: Journal of Political Science Education, 17 (2021), S.226-236 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mattlin, Mikael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1861457
Schlagwörter	Political Science; Teaching Methods; Educational Games; International Relations; Foreign Policy; Simulation; Instructional Effectiveness; Undergraduate Students; Theories; Political Attitudes; Theory Practice Relationship; Learning Processes; Student Attitudes + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Internationale Beziehungen; Außenpolitik; Simulation program; Simulationsprogramm; Unterrichtserfolg; Theory; Theorie; Political attitude; Politische Einstellung; Theorie-Praxis-Beziehung; Learning process; Lernprozess; Schülerverhalten
Abstract	This article explores the hidden educational potential in the board game "Diplomacy." While commonly recognized as a good low-cost negotiation simulation and a useful teaching platform, the original game version over-emphasizes the conflictual nature of international relations and presents an image of international relations that is not reflective of the state of world politics today. The article reports experiences from developing and teaching a modified version of the game. It suggests a concrete way to integrate International Relations (IR) theories directly into the game. By making three common theoretical approaches an integrated part of the game, as well as expanding game strategies, win conditions and associated payoff tables, "Diplomacy" can be turned from a tool for teaching one variant of Realism into a flexible platform for teaching a broader range of IR theories, including Liberal-Institutionalism and Constructivism. In this way, the gap between abstract theory and simulated practice can be bridged in a way that students much appreciate as a learning mode. The article thus suggests a partial solution to one of the key challenges of using games and simulations in political science teaching: how to connect the game or simulation with theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01