Thinking, Doing, and Writing International Relations Theory

Abstract

This article describes an experientially based approach to the teaching/ learning of international relations (IR) theory. The course is designed with the pedagogical goal of decentering the classroom, which implies taking the focus off of the instructor and creating a more collaboratively oriented learning environment. Students actively engage in peer editing, and review of one another's written work, they work in small discussion/interpretive circles, they utilize the class website to create an international issues forum, they design, format, and participate in a mock conference at the end of the semester, and their capstone project involves the creation of their own IR theory writing portfolio. The theoretical perspectives of realism, liberalism, globalism, constructivism, feminism, and postmodernism are introduced as a series of ''lenses'' through which students will view various international issues, problems, and events. Our operative premise is that all international events are given meaning by their interpreters; therefore, the lens through which we view the world is crucial. This course is designed to introduce students to the work of the IR theorist in a collaborative and actively engaged educational setting.

Building Staff Capacity through Reflecting on Collaborative Development of Embedded Academic Literacies Curricula

“…It has demonstrated extensive benefits for participants, including the acquisition of a broad and deep understanding of the subject matter (Brock & Cameron 1999;Krain & Lantis 2006;Rivera & Simons 2008); the increased likelihood of the retention of knowledge (Prince 2004); the development of empathy for others (Morgan 2003;Rivera & Simons 2008); and invaluable support to the teaching of international relations (Asal 2005). Further benefits include increased motivation and analysis, critical-thinking, communication and negotiating skills; greater depth in understanding; and practice in thinking beyond one's own experience (Lamy 2000;Asal 2005;Krain & Lantis 2006;Shellman & Turan 2006;Shinko 2006;Haack 2008;Krain 2010, Pettenger, West & Young 2014. It is also argued that knowledge arises not from experience but in the experience (Fenwick 2000).…”

Teaching Prisoners' Dilemma Strategies inSurvivor: Reality Television in the IR Classroom

“…Consequently, there was some pre‐screening as students were also very clear about the content and requirements of the course. Inspired by an active‐learning “learning‐by‐doing” philosophy, it was important for students to develop the methodological tools themselves and have the freedom to make mistakes and corrections in order for them to have the experience of “doing” research (Burch ; Shinko ).…”