Using Historical Simulations to Teach Political Theory

Autor/inn/en	Gorton, William; Havercroft, Jonathan
Titel	Using Historical Simulations to Teach Political Theory
Quelle	In: Journal of Political Science Education, 8 (2012) 1, S.50-68 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2012.641399
Schlagwörter	Higher Education; Political Attitudes; Theories; Time Perspective; Teaching Methods; Abstract Reasoning; Perspective Taking; Learner Engagement; Teacher Role; Interdisciplinary Approach; Simulation; Instructional Effectiveness; Cooperative Learning; Group Dynamics; Peer Relationship; Attendance; Persuasive Discourse; Educational Objectives; Mastery Learning + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Political attitude; Politische Einstellung; Theory; Theorie; Zeitbezug; Teaching method; Lehrmethode; Unterrichtsmethode; Abstraktes Denken; Denken; Zukunftsperspektive; Lehrerrolle; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Simulation program; Simulationsprogramm; Unterrichtserfolg; Kooperatives Lernen; Gruppendynamik; Peer-Beziehungen; Anwesenheit; Persuasion; Persuasive Kommunikation; Educational objective; Bildungsziel; Erziehungsziel
Abstract	As teachers of political theory, our goal is not merely to help students understand the abstract reasoning behind key ideas and texts of our discipline. We also wish to convey the historical contexts that informed these ideas and texts, including the political aims of their authors. But the traditional lecture-and-discussion approach tends to obscure the historical and political dimensions of political theory. "Reacting to the Past" historical simulations provide a powerful tool for remedying these shortcomings. The simulations foster three kinds of lessons that are difficult to impart with more traditional approaches. First, they help students see the intimate and reciprocal connections between politics, history, and political philosophy. Second, the simulations bring to light the inherently political dimensions of interpreting key political ideas. Finally, drawing upon the ideas of Hannah Arendt, we argue that the simulations educate students about the nature of freedom and political action. (Contains 2 tables and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10