Fanaticism through the Looking Glass of Simulations

Autor/inn/en	Ben-Yehuda, Hemda; Zohar, Guy
Titel	Fanaticism through the Looking Glass of Simulations
Quelle	In: Journal of Political Science Education, 14 (2018) 2, S.197-221 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2017.1418367
Schlagwörter	Simulation; Teaching Methods; Political Science; Conflict Resolution; Ideology; Educational Objectives; Student Surveys; Pretests Posttests; Course Evaluation; Affective Behavior; Affective Measures; Student Attitudes; College Students; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Conflict solving; Konfliktlösung; Konfliktregelung; Ideologie; Educational objective; Bildungsziel; Erziehungsziel; Schülerbefragung; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Collegestudent; Ausland
Abstract	This research offers innovative ways to study fanaticism in higher education. It builds on simulations of regional crises to test four expectations and discusses their implications. The first, on the benefits of experimental learning, is supported: participants identify with their actors and show little empathy to rivals, indicating they learn the script and play seriously. So simulations provide an effective method to study fanaticism and should be used more frequently. Findings on crisis negotiations show that participants disregard fanaticism in the scenario, consider themselves as moderates, and label rivals as fanatic. Rather than admitting deadlock or defeat, they regard negotiation outcomes as compromise. These results refute three expectations: perceptions of fanaticism are not knowledge-based or bias/prejudice free; success and outcome assessment are not based on relative goal attainment; and common heuristics rather than individual inclinations shape perceptions and ways of coping with fanaticism. Together, negotiations, feedback, and in-depth debriefing on appeasement, other policy alternatives, and the role heuristics create a comprehensive simulation experience. Further applications of experimental learning in political science could enhance the role of education as a crucial means to confront fanaticism and minimize its dangers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01