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ERIC Number: EJ1104880
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1755-2273
Naïve Scientists and Conflict Analysis: Learning through Case Studies
Ayres, R. Williams
Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v9 n1 p29-49 Spr 2016
Much of our teaching about conflict relies on theoretical ideas and models that are delivered as finished products. This article explores the supposition that what students need is not already-formed theoretical ideas, but exposure to more real-world cases of conflict from which to build theory. The article presents an experiment in pedagogy: teaching a conflict resolution class using only case studies. This approach was expected to have two benefits: better understanding of the underlying concepts and a significant contribution to students' knowledge about the world. The case-only approach appears to be at least as good as the theory-based version of the class, with some significant side benefits beyond comprehension of the material.
Berghahn Journals. 20 Jay Street Suite 512, Brooklyn, NY 11201. Tel: 212-233-6004; Fax: 212-233-6007; e-mail: journals@berghahnbooks.com; Web site: http://www.journals.berghahnbooks.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A