Home News The Use of Metaphors, Simulations, and Video games to Educate Worldwide Relations

The Use of Metaphors, Simulations, and Video games to Educate Worldwide Relations


This can be a excerpt from Signature Pedagogies in Worldwide Relations. Get your free obtain of the guide from E-International Relations.

This chapter discusses signature pedagogies in Worldwide Relations (IR) and introduces three various strategies to lively studying, that are used to show difficult subjects within the undergraduate classroom. The primary approach is the technique recreation, which is designed to encourage college students’ lively participation and assist them grasp key ideas. The second approach is a simulation that goals to let college students expertise a hypothetical worldwide disaster as representatives of states and perceive difficulties in battle decision eventualities. Simulations are typically impressed from sure real-life disaster and developed with a contact of leisure. The third approach is the usage of metaphors or tales. It goals to elucidate the literature on “sciences” and “strategies” within the IR as a self-discipline through a fictional story and the usage of sure metaphors. The chapter first critiques present instructing strategies within the educational literature. It lists and discusses varied “recreation/simulation designs” constructed by students within the area. Second, it introduces the three strategies as a part of my signature pedagogy with examples from beforehand utilized circumstances. This half particulars the design of every approach in a step-by-step format to make them replicable for readers. Third, the chapter discusses the applicability of every approach. Mixed, these three approaches give fruitful outcomes particularly when utilized to undergraduate college students of politics and IR. The chapter ends with a set of suggestions on when, with whom, and find out how to make the most of every approach.

IR is a content-rich self-discipline with no clear-cut disciplinary boundaries. This variation and breadth make it a difficult job to resolve on what an IR signature pedagogy ought to appear to be. There are definitely many similarities in addition to divergences on how IR is taught as a career the world over. Like most social science disciplines, IR schooling additionally has standard or conventional pedagogical strategies. After summarizing my tackle the normal methods of instructing IR, this chapter delves into current and modern strategies. The chapter analyzes lively studying and different various practices in IR schooling and assesses the capability of these strategies to tell my signature pedagogy.

The chapter first seems on the definition of signature pedagogy to debate how an IR signature pedagogy could look. Right here, I emphasize that what we educate as IR and the way we educate it are intently associated. The part argues that these two questions have to be thought of collectively when interested by IR as a career. Accordingly, whereas making an evaluation of the previous query of what we educate as IR, the primary part connects it with the latter query of how we educate IR. The part discusses each standard and non-conventional strategies which are utilized in IR schooling and offers examples from the tutorial literature on participatory studying practices employed by IR educators the world over. The second part discusses the usage of three various schooling strategies: (1) technique video games, (2) simulations, and (3) storification. The second part additionally shares my very own instructing and studying experiences, in addition to ideas on the usage of every various approach. The chapter additionally evaluates present lively studying practices by discussing the benefits of every approach whereas offering ideas for overcoming sure disadvantages. It concludes with a dialogue of how my instructing approaches can contribute to an IR signature pedagogy extra broadly. By doing so, this chapter goals so as to add to present methods of instructing IR as a career.

Signature Pedagogies and IR Schooling

The IR self-discipline is kind of wealthy in content material. Accordingly, the curricula of IR diploma packages include quite a lot of subjects and programs. The tendency in most IR undergraduate packages is to begin with sure core introductory social and political science programs within the first years of research after which delve into field-specific ones for the ultimate years. IR-specific programs embody varied types of theoretical, historic, and methodological subjects to equip college students with a toolbox to investigate world politics. After the knowledge-base is about up with required programs, college students are provided a collection of issue-specific programs relying on the experience of professors inrespective departments. Required programs are largely related in lots of departments the world over, but the intensive scope of the time period IR normally leads to a picturesque scene of assorted elective programs in several IR departments. There aren’t any clear-cut boundaries of the IR self-discipline. Certainly, everybody understands that the self-discipline has boundaries, however most of them are uncertain about the place these boundaries are or find out how to set them. This unbounded (or multi-, inter-, trans-disciplinary) nature of IR offers an vital maneuvering capability to educators of their job of instructing IR. This maneuvering capability impacts each what we educate as IR and the way we educate it; therefore, each direct us to open up a dialogue on signature pedagogies.

Signature pedagogies are “varieties of instructing that set up the basic methods wherein future practitioners are educated for his or her new professions… These are the types of instruction that leap to thoughts after we first take into consideration the preparation of members of explicit professions” (Shulman 2005, 52). Every area develops signature pedagogies that educators use to show what they suppose are basic necessities of their particular career. Certainly, each career has its personal signature pedagogy the place “novices are instructed in essential facets of the three basic dimensions {of professional} work – to suppose, to carry out, and to act with integrity” (Shulman 2005, 52). These basic dimensions are intently related to what we educate and the way we educate the ideas and content material we need to educate. Within the IR self-discipline, an vital facet that educators want to consider are the abilities and data to switch within the class to get college students prepared their careers. This requires us to resolve what IR as a career means. Right here, the above-mentioned traits of the self-discipline complicates issues as graduates of IR diploma packages usually are not directed in direction of a single career. What we do, as an alternative of directing college students in direction of a single career, is mostly to switch foremost and core subjects as a toolbox and depart it as much as college students to resolve their space of experience. What we educate on the core and past turns into fairly vital as we let the scholar assemble their career on the finish. Concerning signature pedagogies, what we educate is adopted by how we educate it. Certainly, as has been famous, signature pedagogies are extra involved with how educators switch data reasonably than what content material they educate (Lüdert 2016, 1).

IR schooling, like a lot of the different social science disciplines, incorporates conventional strategies after all design, analysis, and in-class actions. Conventional strategies typically observe related routines:

  1. Design a syllabus that incorporates important details about the course
  2. Develop a weekly course plan together with required readings (textbook chapters or articles).
  3. Ship common lectures in-class based mostly on these readings.
  4. Add some scholar participation part (attendance, single or group shows).
  5. Consider efficiency by exams and written paper assignments.

On this conventional method, the diploma of information and talent switch within the class depends on the educator’s efficiency and her/his talent in utilizing classroom expertise. Certainly, schooling strategies are ample and are normally based mostly on the creativity of the educator. New and modern approaches have additionally been developed over time. Particularly as technological capabilities have elevated, students have began to search for other ways of transferring data and expertise to college students. One intention of those modern approaches has been rising scholar participation and designing extra interactive in-class and off-class routines. Right here, the subjects are taught by a set of actions to coach college students through lively participation. Lively studying strategies have more and more grow to be an vital part of signature pedagogies in IR.

Lively studying is outlined as “an schooling course of that takes place by scholar engagement with the content material by various kinds of actions that encourage reflection, so as to promote lively pondering” (Alves, Silva, and Barbosa 2019, 1). The educator makes use of novel approaches, together with simulations, video games, case research, and different modern strategies to encourage and monitor scholar participatory studying. The method shifts the educator from being mere lecturer in direction of a studying coordinator. In fact, the stability of this shift between lecturer and coordinator is decided by the educator’s personal choice and instructing model, creativity, expertise, and institutional and technical capabilities.

The most typical approach is the usage of simulations within the classroom. The educational literature provides ample examples of the appliance on simulations (Shaw and Switky 2018; Shaw 2004; Asal and Blake 2006; Asal and Kratoville 2013; de Freitas 2006; Wedig 2010). Simulations have been utilized in instructing varied IR subjects, together with worldwide human rights (Killie 2002), peacekeeping (Shaw 2004), diplomacy and the UN (Chasek 2005), worldwide legislation (Ambrosio 2006), theories of worldwide political economic system (Boyer, Trumbore, and Fricke 2006), worldwide negotiations (Shaw 2006), worldwide commerce (Switky and Avilés 2007), humanitarian intervention (Switky 2014), the European Union (Elias 2014), and decision-making (DiCicco 2014).[1] Significantly, Killie (2002, 271–272) asks college students to arrange a draft worldwide human rights treaty to simulate worldwide negotiations and encourage scholar curiosity on varied IR ideas, together with “diplomacy, two-level video games, worldwide legislation, human rights, and group choice making.” Chasek (2005) provides a disaster simulation based mostly on multi-lateral diplomacy, the place contributors attempt to resolve a hypothetical UN Safety Council disaster. Equally, Switky (2014) makes use of a disaster simulation to let college students expertise the difficulties of decision-making in “humanitarian intervention.” Ambrosio (2006, 159–160) makes use of “Drawback Primarily based Studying (PBL)” strategies to show worldwide legislation, “wherein college students assumed roles in a mock battle crimes trial.” Within the mock trial, the creator makes use of a real-life case and designs a hypothetical trial to (1) deepen scholar understanding of the fabric, (2) give :hands-on expertise within the difficulties related to decoding and making use of worldwide legislation,” and (3) bolster scholar curiosity within the subject (Ambrosio 2006, 160). Boyer, Trumbore, and Fricke (2006) use a household card recreation “Pit,” to assist college students perceive summary theories and ideas of worldwide political economic system and improve their curiosity in course materials.

Students additionally use in-class video games (Alves, Silva, and Barbosa 2019), mock trials (Ambrosio 2006), zombie simulations (Horn, Rubin, and Schouenborg 2016; Drezner 2014), fiction (Boaz 2020) and novels, collection, and widespread motion pictures just like the Lord of the Rings (Ruane and James 2008; 2012), Harry Potter (Nexon and Neumann 2006), Recreation of Thrones (Younger and Ko 2019), Star Trek and Star Wars (Dyson 2015; Campbell and Gokcek 2019), and others (Weber 2014; 2010; 2001). By means of such approaches, IR educators each intention to encourage scholar participation and make it simpler for college kids to know difficult subjects in IR.

Educating Difficult IR Matters: Three Alternate options

Lively studying instruments are utilized by educators to (1) let scholar take part in crisis-like conditions and have them expertise the sensible facet of the career and (2) assist scholar perceive summary theoretical and philosophical subjects by metaphors and real-life examples. Every approach, as can be outlined on this part, has benefits and downsides. Right here, I discover it helpful to group these strategies into three instructing approaches: (1) technique video games, (2) disaster simulations, and (3) storification. These strategies help educators in instructing quite a lot of advanced subjects. As an illustration, as a part of my very own signature pedagogy, I’ve actively used technique video games to show about collective motion dilemmas, safety dilemmas, and theories of IR, disaster simulations to let college students expertise sure worldwide political crises that require expertise in negotiation, battle decision, and coordinating summit conferences, and storification to show philosophy of science debates in IR concept.

The primary approach, technique video games, has a particular objective: to be taught and educate IR in an entertaining method (See, as an example, Thomas 2002; Freitas 2006; Boyer, Trumbore, and Fricke 2006). A method recreation may be outlined as a instructing approach that’s used to elucidate and introduce basic ideas in IR, equivalent to safety and overseas coverage, in a easy and swift method. It’s easy as the choice actions, turns of the sport, and variety of actors are all predetermined and managed by the trainer. It’s swift as a result of the ready time between the turns in restricted, and the video games finish in roughly 40 minutes. These video games are particularly helpful as icebreakers (to introduce contributors to one another) and as quick, entertaining breaks between lecture weeks in course design and syllabi. In my courses, I typically favor an adjusted model of the “Isle of Ted Simulation” designed by Glen Dale Thomas ( 2002). Isle of Ted is a turn-based game-like simulation the place contributors symbolize sure actors and work together with one another in response to pre-determined guidelines. After letting contributors play this turn-based interactive recreation, the educator can cowl quite a lot of subjects in IR, equivalent to independence and sovereignty, advanced interdependence, safety dilemma, collective motion dilemma, and others. An vital facet right here is to watch how the contributors work together with one another all through the turns of the sport as every particular spherical of the sport with totally different contributors uncovers fascinating factors for dialogue and classes for reflection.

Technique video games have sure, particular traits. First, these video games are designed to complete in a comparatively quick period of time. Since there’s a restricted variety of choice and motion options for the contributors, the sport will begin to repeat itself after a number of turns, which diminishes the leisure issue for each contributors and the educator. Second, in contrast to simulations, in technique video games the educator’s function is extra lively as she/he should hold contributors on the transfer and lively due to the time-limit. Third, the appliance of those video games needs to be rigorously designed to make it each partaking and simple to understand. It needs to be designed virtually and never require superior prior data, lengthy readings, or lectures to arrange the contributors. Final however not the least, the technique recreation needs to be adjusted in artistic and imaginative methods to be related to the scholar inhabitants. For instance, the educator could change foreign money denominations to “York Liras” (reasonably than {dollars} or euros), embody likelihood strikes within the recreation (like dice-rolling or coin-flipping to resolve religion), or could use imaginary nation names, equivalent to “Kolombistan, Tartartolia” (reasonably than actual nation names). Adjusting the sport in these methods helps hold college students actively engaged reasonably than centered on being overly life like and off.

Technique video games are extremely helpful in instructing key ideas of IR (e.g., anarchy, collective motion dilemma, battle vs. cooperation, absolute vs. relative beneficial properties) and the existence of a number of actors in IR (e.g., states, non-governmental organizations (NGOs), intergovernmental organizations (IGOs)). As such, they’re extra appropriate to make use of as complementary educating strategies to assist lectures all through the semester. Relying on the preferences of the educator, technique video games could also be used as icebreakers within the first weeks of any class or is likely to be utilized sometimes all through the semester to consolidate and consider what data has been transferred to the scholars. In keeping with my expertise, they function nice icebreakers, rising the self-confidence of the scholars by letting them know one another and really feel extra snug to take part in in-class actions all through the semester. This system is extra appropriate to early-period, junior college students, who would not have preliminary data of the sector or subjects to be lined.

The second approach, disaster simulation, is normally based mostly on a replay of a real-life disaster (see Chasek 2005; Ambrosio 2006; Switky 2014, amongst others). A disaster simulation in IR is a pedagogical approach based mostly on a state of affairs to create a state of affairs impressed from actual life, which is used to coach, give expertise to, and inform contributors of the possible conduct options to resolve worldwide political crises and conflicts. It is rather helpful, as there are numerous circumstances in IR that may be simulated on this approach (the Chilly Conflict, the First and Second World Conflict, the Abkhazia Disaster between Russia and Georgia, the Financial Disaster of Greece and the European Union, the institution of the European Union, and so on.). The state of affairs is usually created by an educator who’s an skilled on this space of analysis. Actual-life crises are employed (1) to show particular subject areas, equivalent to causes and causes for battle and battle, and (2) for example and let contributors expertise how troublesome it might grow to be for practitioners within the area (state leaders, diplomats, politicians, IGOs and NGOs, civil society) to resolve conflicts on the bottom. On this sense, disaster simulations differ from technique video games. In simulations, participation is made as life like as attainable and leisure shouldn’t be essentially a consideration. Nonetheless, in technique video games there’s a cautious stability between instructing and leisure, which requires extra creativeness and creativity. As well as, simulations intention to switch expertise to the contributors by illustrating the method of disaster administration whereas technique video games largely intention to show basic ideas.

Simulations have their very own strict guidelines, however they aren’t carved in stone. As an illustration, if the simulation is ready to resolve battle, contributors could not have the choice to resort to violence (declare battle) till a sure flip comes. Nonetheless, these guidelines usually are not as mechanical as these of the technique video games. Since simulations take longer (starting from half a day, an entire day, a few days, and even longer), the educator could let contributors resolve find out how to take care of the state of affairs by diplomacy and different measures. In technique video games nonetheless, there’s a time restrict, and guidelines are usually stricter and fewer fluid. Certainly, in simulations the results of crisis-management or conflict-resolution processes are left to the contributors to resolve. As an illustration, in one of many circumstances, I used to be anticipating the contributors to come back to a summit and resolve their variations there. Nonetheless, it was a shock for me to see the contributors revealed that they signed a secret treaty as an alternative of utilizing open dialogue channels. This turned out to be an fascinating instance on what may be achieved by leaving some house for the creativity of the contributors. I took it as an encouragement for rising college students’ participation through the circulate of the simulation and for leaving extra space to the contributors by letting them to give you various extra artistic programs of motion. In comparison with technique video games, I feel simulations give the educator an elevated maneuvering capability each by way of content material and inspiring contributors involvement.

Sometimes, simulations are based mostly on a standard design that features:

  1. Creating groups in response to the category measurement and variety of contributors
  2. Figuring out the variety of turns and size based mostly on the allotted time
  3. Establishing a communication platform, equivalent to a roundtable that contributors use as a summit to debate their variations
  4. Getting ready and distributing a method doc for every staff initially of the sport that the contributors use a tenet
  5. Establishing a global media staff by which contributors obtain information about one another
  6. Beginning the simulation, monitoring the turn-based circulate, and letting the contributors resolve the battle

The educator typically provides data to the contributors earlier than the simulation begins, displays the circulate of the simulation, assesses the simulation on the finish, and covers related subjects afterwards. As soon as the small print of this simulation design are established by the educator, it turns into simpler to jot down an IR disaster simulation on any subject in worldwide politics. Whereas eventualities and minor particulars change throughout totally different simulations, there are particular widespread traits as nicely. First, simulations normally take longer than different strategies. Because the options usually are not fixed for contributors, the simulations don’t fall into repetition after a few turns like these in technique video games. Second, the primary intention of simulations is to create a practical state of affairs.

Disaster simulations usually are not video games, they’re deliberately designed with the intention of transferring life like experiences from the IR career. Final however not least, disaster simulations want substantial preparation and prior data of the subject. Educators typically must assign selective readings to contributors, clarify guidelines intimately, and allocate adequate time for contributors to arrange for the simulation.

Simulations require an extended time for preparation and are finest used to coach senior college students who’ve prior data of the important thing ideas in IR and the case at hand. In comparison with technique video games, I like to recommend that simulations be used with comparatively extra skilled IR college students. Nonetheless, the educator could favor to arrange extra detailed directions and allocate extra time for preparation. Disaster simulations are nice methods to let college students expertise IR as a career by numerous views. College students expertise many facets of IR as a career at totally different levels of the simulation, together with, however not restricted to the difficulties of reaching consensus in worldwide negotiations, the trouble wanted to succeed in a standard floor in diplomacy, the challenges within the means of peaceable decision of disputes, the choice methods of representing a state as a diplomat, the significance and function of communication and worldwide media, and the function of worldwide establishments in world politics. The educator must observe the simulation rigorously and take notes of the subjects to judge on the finish of the simulation. The analysis on the finish of the simulation is of key significance for the reason that educator makes a remaining evaluation to attach her/his observations through the simulation with the data she/he intends to switch to the scholars.

Lastly, storification, is a way that I take advantage of to show science and strategies in IR to undergraduate college students with no prior data (see Ruane and James 2008; 2012; Nexon and Neumann 2006; Younger and Ko 2019 amongst others). I invented a narrative titled “The Story of Two Villages: Rationalia and Reflectia” with the purpose of explaining to college students and serving to them perceive the so-called nice theoretical debates and rationalist-reflectivist divide in IR (Luleci and Sula 2016; Sula and Luleci 2015; Sula 2019a; 2019b). The story is about folks dwelling in two distinct neighborhoods, their totally different life and the occasions taking place after their first encounter. The story begins by describing life in Rationalia. Residents of Rationalia have fairly related life and every day routines the place they assemble and reside in very related buildings and homes. Then the story continues with residents of Reflectia, who reside in very totally different circumstances. Reflectians would not have related homes, routines, or priorities however take pleasure in uniqueness within the lives of every resident. The story continues with the primary encounter of Rationalians and Reflectians and with how Rationalians attempt to hold Reflectians out of their life. Rationalians even construct big partitions, put gatekeepers to cease Reflectians from getting into their sacred territories till a sure pure catastrophe (an earthquake) destroys their partitions. After telling this quick story, I ask the scholars to take a position and talk about the metaphors within the story. As an illustration, the towers of Rationalia representing the rationalist analysis packages, the large wall-representing disciplinary boundaries in IR, the earthquake representing the top of the Chilly Conflict, and different metaphors that I inject into the story. When this method is mixed with creativity, and prior readings on the subject, it helps the scholar perceive and bear in mind the discussions made within the classroom. Similar to the usage of widespread collection, motion pictures, and novels, the usage of storification and metaphors additionally has the potential to assist educators simplify the subjects and switch data to their college students.

I take advantage of this method to switch data of advanced theoretical subjects in IR to college students by simplifying and utilizing metaphors. Storification extremely will depend on the creativity of the educator. I counsel that, earlier than making a story, the educator suppose whether or not the metaphors she/he makes use of within the story actually symbolize the data she/he intends to switch to the scholars. Primarily based on the suggestions that I get from the scholars, on sure events I spotted that I’ve been telling “The Story of Two Villages: Rationalia and Reflectia” in a manner that directs the scholars to assist one facet of the talk greater than the opposite. Since that was not my intent, I had needed to clarify the scholars that I don’t assist any of these theoretical positions greater than the opposite. This suggestions required me to readjust and take into consideration the methods I inform the story within the classroom. Therefore, rigorously assessing what data has been transferred to the scholars is a vital facet of this method. If the course has studying materials on advanced theoretical subjects, the trainer could ask the scholars to learn the fabric earlier than telling the story; then, after telling the story at school, give college students extra time to consider the studying and assess the switch of information by dialogue of the metaphors used within the story. Thereby, the educator can assess the diploma of information switch and examine if she/he transferred any unintended positions to the scholars.


The abundance of different pedagogical strategies helps educators formulate modern, participatory, and environment friendly methods of instructing IR as a career. Certainly, the usefulness of every approach will depend on how the educator designs her/his schooling profile and what she/he understands as IR signature pedagogy. My expertise is that every method has benefits and downsides in instructing and studying IR. One of many shared goals of the approaches mentioned above is to switch data and expertise to the participant by a simplified and entertaining course of.

There are a few vital facets to recollect whereas using these strategies: (1) the educator could miss some vital particulars of the subject that she/he desires to cowl whereas attempting to make use of these strategies, and (2) perhaps extra importantly, the educator could switch the fallacious message to the contributors. Each facets require the educator to rigorously assess the diploma of information and expertise transferred to the participant and fill within the gaps and proper data if recognized. My expertise is that the educator could fairly simply switch unintended messages to contributors turning them into fanatic supporters of a particular mind-set in IR (realists, liberals, rationalists, and so on.) or nationalist supporters of one of many international locations within the simulations. That is particularly so when the participant doesn’t have prior data of the subject. Due to this fact, I favor utilizing these strategies after letting college students perceive the fundamentals of the course (normally after a few lecture weeks all through the semester).

Particularly, technique video games are nice icebreakers within the undergraduate classroom, letting college students know one another earlier than persevering with the course all through the semester. Different two strategies are extra appropriate for explaining sure subjects intimately. Since disaster simulations require prior coaching, it’s higher to make use of them in direction of the ultimate weeks of the semester. They might even be used as exams to evaluate and consider scholar data and expertise on the finish of the course. Storification may be unfold all through the course relying on the creativity of the educator. I take advantage of tales and metaphors as dialogue starters simply after lectures and different instances when crucial.

The schooling strategies mentioned on this chapter are fairly helpful, as their construction is open for adjustment, their design may be up to date, and their software is open to variation. Nonetheless, whereas these strategies encourage lively participation, it’s the educator that places the signature on the finish. What the educator teaches and the way she/he teaches it determines the definition of IR as a career. Concerning the abundance of different schooling strategies within the present state of the literature, it’s a nice time to begin discussing signature pedagogies in IR.


[1] See additionally varied different simulation, downside based mostly studying and lively studying examples: Switky (2014); Horn, Rubin, and Schouenborg (2016); Zappile, Beers, and Raymond (2017); Kempston and Thomas (2014); and Thomas (2002).


Alves, Elia Elisa Cia, Ana Paula Maielo Silva, and Gabriela Gonçalves Barbosa. 2019. “A Framework for Lively Studying in Worldwide Relations: The Case of the Problem Recreation.” Journal of Political Science Schooling Revealed (Might): 1–16. https://doi.org/10.1080/15512169.2019.1612755.

Ambrosio, Thomas. 2006. “Attempting Saddam Hussein: Educating Worldwide Regulation By means of an Undergraduate Mock Trial.” Worldwide Research Views 7: 159–71.

Asal, Victor, and Elizabeth L. Blake. 2006. “Creating Simulations for Political Science Schooling.” Journal of Political Science Schooling 2 (1): 1–18. https://doi.org/10.1080/15512160500484119.

Asal, Victor, and Jayson Kratoville. 2013. “Developing Worldwide Relations Simulations: Inspecting the Pedagogy of IR Simulations By means of a Constructivist Studying Principle Lens.” Journal of Political Science Schooling 9 (2): 132–43. https://doi.org/10.1080/15512169.2013.770982.

Boaz, Cynthia. 2020. “How Speculative Fiction Can Educate about Gender and Energy in Worldwide Politics: A Pedagogical Overview.” Worldwide Research Views 21 (3): 240–57. https://doi.org/10.1093/isp/ekz020.

Boyer, Mark A., Peter Trumbore, and David O. Fricke. 2006. “Educating Theories of Worldwide Political Financial system from the Pit: A Easy In-Class Simulation.” Worldwide Research Views 7: 67–76.

Campbell, Joel R., and Gigi Gokcek. 2019. The Ultimate Frontier: Worldwide Relations and Politics by Star Trek and Star Wars. London: Rowman & Littlefield Pub.

Chasek, Pamela S. 2005. “Energy Politics, Diplomacy and Function Taking part in: Simulating the UN Safety Council’s Response to Terrorism.” Worldwide Research Views 6: 1–19.

DiCicco, Jonathan M. 2014. “Nationwide Safety Council: Simulating Choice-Making Dilemmas in Actual Time.” Worldwide Research Views 15 (4): 438–58. https://doi.org/10.1111/insp.12018.

Drezner, Daniel W. 2014. Theories of Worldwide Politics and Zombies. Theories of Worldwide Politics and Zombies: Revived Version. New Jersey: Princeton College Press. https://doi.org/10.2307/j.ctt7zvcg0.

Dyson, Stephen Benedict. 2015. Otherworldly Politics: The Worldwide Relations of Star Trek, Recreation of Thrones, and Battlestar Galactica. Baltimore: Johns Hopkins College Press.

Elias, Anwen. 2014. “Simulating the European Union: Reflections on Module Design.” Worldwide Research Views 15 (4): 407–22. https://doi.org/10.1111/insp.12009.

Freitas, Sara I. de. 2006. “Utilizing Video games and Simulations for Supporting Studying.” Studying, Media and Know-how 31 (4): 343–58. https://doi.org/10.1080/17439880601021967.

Horn, Laura, Olivier Rubin, and Laust Schouenborg. 2016. “Undead Pedagogy: How a Zombie Simulation Can Contribute to Educating Worldwide Relations.” Worldwide Research Views 17 (February): 187–201. https://doi.org/10.1111/insp.12103.

Kempston, Tanya, and Nicholas Thomas. 2014. “The Drama of Worldwide Relations: A South China Sea Simulation.” Worldwide Research Views 15 (4): 459–76. https://doi.org/10.1111/insp.12045.

Killie, Kent J. 2002. “Simulating the Creation of a New Worldwide Human Rights Treaty: Lively Studying within the Worldwide Research Classroom.” Worldwide Research Views 3: 271–90.

Lüdert, Jan. 2016. “Signature Pedagogies in Worldwide Relations.” E-Worldwide Relations. 2016. https://www.e-ir.info/2016/06/18/signature-pedagogies-in-international-relations/

Luleci, Cagla, and Ismail Erkam Sula. 2016. “Survival ‘Past Positivism?’ The Debate on Rationalism and Reflectivism in Worldwide Relations Principle.” Politikon: IAPSS Journal of Political Science 30 (July): 43–55. https://doi.org/10.22151/politikon.30.3.

Nexon, Daniel H, and Iver B Neumann, eds. 2006. Harry Potter and Worldwide Relations. Harry Potter and Worldwide Relations. London: Rowman & Littlefield Pub.

Ruane, Abigail E., and Patrick James. 2008. “The Worldwide Relations of Center-Earth: Studying from The Lord of the Rings.” Worldwide Research Views 9 (4): 377–94. https://doi.org/10.1111/j.1528-3585.2008.00343.x.

Ruane, Abigail E., and Patrick James. 2012. The Worldwide Relations of Center-Earth. Ann Arbor, MI: College of Michigan Press. https://doi.org/10.3998/mpub.590468.

Shaw, Carolyn M. 2004. “Utilizing Function-Play Situations within the IR Classroom: An Examination OfExercises on Peacekeeping Operations and Overseas Coverage Choice Making.” Worldwide Research Views 5: 1–22.

Shaw, Carolyn M. 2006. “Simulating Negotiations in a Three-Approach Civil Conflict.” Journal of Political Science Schooling 2 (1): 51–71. https://doi.org/10.1080/15512160500484150.

Shaw, Carolyn M., and Bob Switky. 2018. “Designing and Utilizing Simulations within the Worldwide Relations Classroom.” Journal of Political Science Schooling 14 (4): 523–34. https://doi.org/10.1080/15512169.2018.1433543.

Shulman, Lee S. 2005. “Signature Pedagogies within the Professions.” Dædalus 134 (3): 52–59.

Sula, Ismail Erkam. 2019a. “An Modern Strategy to Educate Worldwide Relations: The Use of Metaphors, Simulations & Video games within the Undergraduate Classroom.” In sixtieth ISA Annual Conference. Toronta, CA.

Sula, Ismail Erkam. 2019b. “Uluslararası Ilişkiler Eğitiminde Alternatif Uygulamalar: Oyun, Simülasyon ve Hikayeleştirme (Different Functions in Worldwide Relations Schooling: Video games, Simuations, Storification).” Küresel Çalışmalar Platformu (World Research Platform). 2019. https://kureselcalismalar.com/uluslararasi-iliskiler-egitimindealternatif-uygulamalar-oyun-simulasyon-ve-hikayelestirme/

Sula, Ismail Erkam, and Cagla Luleci. 2015. “A Story of Two Villages: Rationalia and Reflectia.” In The 56th ISA Annual Conference. New Orleans, USA.

Switky, Bob. 2014. “Simulating a Overseas Coverage Dilemma: Contemplating US Humanitarian Intervention.” PS: Political Science & Politics 47 (3): 682–86. https://doi.org/10.1017/S1049096514000833.

Switky, Bob, and William Avilés. 2007. “Simulating the Free Commerce Space of the Americas.” PS – Political Science and Politics. https://doi.org/10.1017/S1049096507070631.

Thomas, G. Dale. 2002. “The Isle of Ted Simulation: Educating Collective Motion in Worldwide Relations and Group.” Political Science & Politics 35 (03): 555–59. https://doi.org/10.1017/S1049096502000835.

Weber, Cynthia. 2001. “The Highs and Lows of Educating IR Principle: Utilizing Standard Movies for Theoretical Critique.” Worldwide Research Views 2 (3): 281–87. https://doi.org/10.1111/1528-3577.00058.

Weber, Cynthia. 2010. “Worldwide Relations Principle: A Crucial Introduction By Cynthia Weber.” World Discourse 1 (2): 217–20. https://doi.org/10.1080/23269995.2010.10707872.

Weber, Cynthia. 2014. Worldwide Relations Principle: A Crucial Introduction. New York: Routledge.

Wedig, Timothy. 2010. “Getting the Most from Classroom Simulations: Methods for Maximizing Studying Outcomes.” PS – Political Science and Politics. https://doi.org/10.1017/S104909651000079X.

Younger, Laura D, and Ñusta Carranza Ko. 2019. Recreation of Thrones and Theories of Worldwide Relations. Lanham, MD.: Lexington Books.

Zappile, Tina M., Daniel J. Beers, and Chad Raymond. 2017. “Selling World Empathy and Engagement by Actual-Time Drawback-Primarily based Simulations.” Worldwide Research Views 18 (February): 194–210. https://doi.org/10.1093/isp/ekv024.

Additional Studying on E-Worldwide Relations