NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856567
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1551-2169
Seeing Other Sides: Nongame Simulations and Alternative Perspectives of Middle East Conflict
Baylouny, Anne Marie
Journal of Political Science Education, v5 n3 p214-232 2009
Simple role-play simulations can not only demonstrate the dynamics of a conflict but also create awareness of multiple perspectives even among populations relatively set in their opinions. To teach my student population of military officers, I utilize simple, nongame simulations of multisided Middle East conflicts that not only facilitate learning the complex sides but also generate insight and new perspectives. Understanding the motivations of all sides is a prerequisite to analyzing conflicts fully and creating effective policies, necessary skills for military students. The nongame character of these simulations allowed inclusion of the average person; a role generating alternative perspectives, creative thinking, and understanding of the motivations and grievances of disliked groups. Students stated that they now appreciated different claims and the causes of even terrorist group stances, having seen the conflict from the players' points of view. Most students stated that they had not considered the effect on the average person previously, viewing the conflict and potential solutions purely in terms of superpower diplomacy, military actors, terrorist groups, and governmental actions. By not narrowly focusing on diplomatic negotiations, these role-plays spurred insights into the situation on the ground and empathy for the common people. (Contains 6 tables and 8 notes.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A