Teaching Law Students How to Feel: Using Negotiations Training to Increase Emotional Intelligence

This article suggests that negotiation courses using traditional lectures combined with role plays and simulated exercises can be used to train students in understanding emotion and increasing their emotional intelligence. The article defines emotion and emotional intelligence; describes and analyzes one simulated exercise that has proven to be particularly potent in the classroom for teaching both the theory and practice of emotional intelligence; sets forth the rudimentary components of a possible curriculum for emotions training; and concludes with reasons why law schools and other professional degree-granting programs can and should make training in emotions a curriculum staple.     

Teaching Students How to Fail: Simulations as Tools of Explanation

Instead of always teaching students how to succeed—as is the norm in higher education—it might also be useful to teach them about failure. Understanding failure (that is, why actors fail to reach common objectives in inter-group settings) gives students deeper insight into how to resolve global problems, and the conditions under which success can be achieved. This enhances student awareness of complexity in world affairs, including the nature of inter-group relations. Simulations are a good way to teach students about the possibility of failure, and how to learn from it, because they allow students to go through the learning process on their own. In this article I discuss how a simulation I ran on Middle Eastern politics can be used as an example of how to instruct students about failure as much as about success.     

Visualizing emotion and seeing change in science fiction manga: political potential in the expression of emotion in 7 Billion Needles

This article analyzes the science fiction (SF) manga 7 Billion Needles in order to show how an overt visual and narrative emphasis on character emotions and psychology can contribute to science fiction's political potential by emphasizing the similarities between dialogue as a form of emotional therapy and the act of exploring alternative environments. This article also demonstrates how science fiction manga provides a template by which character emotion can become so integrated into the SF narratives and worlds that emotion itself becomes ‘science fictional’.     

With Feeling: How Emotions Shape Negotiation

Recognition of the role played by emotions in negotiation is growing. This article synthesizes current research around four broad themes: moves and exchanges, information processing, social interaction, and context. The authors' review reveals that much of the research on this topic has focused on two key emotions, anger and happiness. More recently, negotiators have turned to other emotions such as guilt and disappointment, demonstrating that not all negative emotions have the same consequences, or activate the same regions of the brain. Focusing on social interaction, the authors note that negotiators may influence each others' emotions: whether negotiators converge to anger or happiness has different consequences for agreement. Researchers have broadened their examination of emotion by considering how external factors such as power, the number of negotiators, culture, and gender influence the impact of emotional expression. The authors also consider the function and impact of expressing authentic emotions, or choosing to use emotions strategically to gain an advantage — an issue that raises important ethical questions for negotiators. The article concludes with some practical implications of the research.     

Teaching Mediation as Reflective Practice

This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.     

Negotiating with Your Nemesis

The assumption that negotiators can and should eradicate emotions from negotiating is unrealistic. Instead, effective negotiators know how to handle emotional outbursts including how to respond when the other negotiator evokes their nemesis. A nemesis is the hidden part of ourselves that we project onto others who push our hot buttons. When emotions are intense, understanding the possibility that you may be giving or receiving a projection can help you sidestep escalatory behavior. This article explores the concept of the nemesis and offers practical steps for confronting it as well as responding to others' emotions at the negotiating table.     

The Highs and Lows of Teaching IR Theory: Using Popular Films for Theoretical Critique

This article introduces an approach to IR that uses popular films to teach students how to critically analyze IR theory. By pairing IR traditions (like Realism) and the slogans that go with them (like "international anarchy is the permissive cause of war") with popular films (like Lord of the Flies ), this approach poses questions not about the truth or falsity of IR theories but about how IR theories appear to be true. This technique works because it draws upon visual analytical skills that students already possess and transfers them to analyses of IR theory and international politics. Overall, it challenges the positioning of IR theory as beyond culture and politics rather than as part and parcel of it, transforms what we think of as doing critical IR theory, and repositions students from passive recipients of IR truths into critically active and engaged analysts of IR theory's commonsense views of the world.     

The role of religion in Islamist radicalisation processes

ABSTRACT

This article attempts to bridge the gap between social and religious explanations for Islamist radicalisation in the West by understanding the role of religion through the under-utilised perspective of sociology of religious emotions and Wiktorowicz’s concept of cognitive openness. The article draws on interviews with 23 different actors with first-hand knowledge of Islamist radicalisation, and analyses five in-depth interviews with former so-called radicals, four of whom were converts to Islam. The analysis thus has a special focus on the narratives and experiences of converts to radical Islamist worldviews. The radicalisation process of the formers was characterised by an interplay between context specific experiences and individual religiosity. There are social causes for seeking religion as it can provide an emotional meaningfulness in a state of cognitive openness connected to personal family social background, which can stretch over a long period. However, the interviews also show that religiosity affects the social: the religious emotions within radical Islamist groups create a tight-knit community of self-perceived righteous believers, tied to an emotional experience of empowerment that amplifies their radicalisation. The article concludes that the primary role of religion is to structure and direct the emotions from which so-called radical Islamists think and act within religious frameworks.     

The Emotional Deficit in Political Communication

As a consequence of social changes which have weakened the boundaries between different spheres of life, politics is now interwoven with popular culture. This means that we now seek certain kinds of emotionalized experience from politics. The relationship of people to politics has changed, and has come more fully to resemble a mode of consumption. While this consumerization of politics has been much described (and criticized), its implications for the place of emotion in political communications have not been explored. From a base in the sociology of emotion, this article undertakes such an exploration. It notes how some analysts of political communication have already registered the influence of emotional states, and stresses how contemporary emotionality differs from traditional conceptions of the emotional as a domain separable from rationality and as an optional button for message strategists to press. The complexity and omnipresence of emotional states is emphasised. Political advertising is taken as one area where a sophistication of messages to match the complexity and power of audience emotions might have been expected to develop, but does not appear to have done so yet to a great extent. Making good this "emotional deficit" in political communications is not primarily a way for particular parties or candidates to gain electoral advantage (though it could be that), but is essential for the regeneration of the democratic process and the creation of a more viable settlement between reason and emotion in contemporary society.     

Preventing radicalisation in Norwegian schools: how teachers respond to counter-radicalisation efforts

ABSTRACT

This article explores how selected educators respond to the integration of counter-radicalisation efforts into Norwegian secondary schools. Our research participants describe having limited encounters with youth extremism in practice, yet their narratives exhibit a professional responsibility to prevent students from being radicalised towards any form of violent extremism. There are, however, diverging views on how prevention should be carried out in school. When faced with concerns of radicalisation, most participants draw on therapeutic prevention, which conforms to the dominant radicalisation discourse in global politics aimed at identifying and rehabilitating vulnerable youth. We argue that these therapeutic prevention strategies are a form of pedagogical control intended to recondition “illiberal” students under the pretext of national security. Considering the strong normative and political connotations of extremism-related issues, we recommend that educators tread cautiously in their prevention efforts. Educators must especially strive to find a balance between deterring students from radicalisation and violent extremism, while also ensuring that these efforts do not impede the agency and autonomy of young lives. Overall, this research raises some ethical and practical concerns about preventing radicalisation and violent extremism in Norwegian schools.     

Negotiating Classroom Process: Lessons from Adult Learning

Learning by doing is standard fare in negotiation courses across disciplines, and techniques such as learning contracts, self-reflective essays, and small-group work are commonly used. In addition, teachers must resist the temptation to "teach the canon" without regard to the needs, interests, and concerns of the students in the room. Learner-centered education requires that teachers build from the beliefs and preconceptions that students bring to the classroom, including their cultural beliefs and norms about conflict resolution, some of which may be at odds with the North American canon. A discussion-based approach to teaching not only engages students more actively in the learning process but also models many of the skills negotiation teachers seek to develop in their student-negotiators.     

Cutting to Gender: Teaching Gender in International Relations

Female genital mutilation (cutting or surgery) (FGM) is an issue that epitomizes the changing nature of incorporating gender in teaching International Relations. Put simply, by increasing our attention to issues of concerns to women, like FGM, in International Relations classrooms and texts we begin to recognize the importance of these to the study of International Relations (IR). Yet without paying attention to how these issues reflect on the nature and directions of International Relations, we run the risk of sensationalizing or trivializing complicated issues like FGM and limiting our understanding of the interplay between gender, race, class, ability, and International Relations. This article explores several different approaches used to incorporate gender in International Relations teaching, including some analysis of texts, including: "see no evil, hear no evil and teach no evil,""add women and stir," multiple paradigms, and creating gendered IR. It suggests that until we use an integrative and transformative approach to gender in our teaching, we will continue to marginalize gender concerns. In the final section, the article discusses the challenges of resources and cultural narrowness and challenges to pedagogy when incorporating gender in International Relations teaching.     

IR Teaching Reloaded: Using Films and Simulations in the Teaching of International Relations

This article reflects some experiences in teaching International Relations (IR) by using films to supplement the use of simulations and role play scenarios. The authors have used simulations and role play scenarios in order to teach complex issues and theories, and to engage the interest of students. By using films to supplement the use of simulations in classrooms, it is suggested that students become more active in their own learning. A number of ways in which simulations and role play can be used in teaching are established here alongside an array of films that can be shown to students to complement such teaching approaches. The use of films to teach IR theory is also listed. It is concluded that the use of simulations, role play, and films in teaching IR can aid student learning especially in terms of IR theory.     

Demanding the Impossible: War,Bargaining, and Honor

This article shows that honor concerns can influence war initiation and termination decisions. When bargaining implicates status or commitments to in-group members, moral nationalists may experience dishonor—and with it emotions like shame and humiliation—when they have to make concessions. These honor costs are different from other costs because they can sometimes be vindicated through costly action. Including these costs in a basic, complete information bargaining model demonstrates that honor concerns can give rise to a “fight, then agree” equilibrium. These influences of honor on war initiation and termination are illustrated with case studies of British decisions in the 1982 Falklands War and French decisions during the 1940 invasion of France.     

浅议中国—东盟合作背景下来桂东盟留学生情感教育对策

近年来,随着来桂留学生规模的日益壮大,留学生的情感教育问题随之凸显出来。在中国—东盟"10+1"背景下开展东盟留学生的情感教育,其内涵和策略的调整与变化给当今广西高等教育国际化带来了诸多挑战。本文分析了来桂留学生情感教育的内涵以及广西开展东盟留学生情感教育的优势,提出了加强和完善来桂东盟留学生情感教育的对策。     

Deception and Mutual Gains Bargaining: Are They Mutually Exclusive?

Conclusion We have made great strides in recent years teaching more people — in classrooms, corporate training sessions, and actual negotiations — about negotiations, including how to be more ethical and how to ensure that integrative joint gains are not left on the table. The fact that we even need to write an article like this is an indication of the advances that have been made.Yet exactly because of these advances, more care needs to be taken to ensure that the subtle distinction between what is ethical and what is integrative is maintained. Being ethical in negotiations is more complicated than producing greater joint utility, and the techniques that are helpful for producing greater joint utility should not be made more complicated by the addition of ethical concerns. Each issue — ethics and mutual gains bargaining — can stand on its own, and benefits by being considered on its own. By maintaining this distinction, we believe each will have greater clarity and greater impact, and our teaching and training will be both better received and more valuable to those we teach.     

Peer Consultation for Mediators: The Use of a Holding Environment to Support Mediator Reflection, Inquiry, and Self-Knowing

In order to help the parties in mediation address their interests, concerns, and responses to the conflict, the mediator must monitor and manage his or her own inner thoughts, emotions, and feelings throughout the process lest they negatively influence the outcomes of the mediation. Peer consultation offers one approach that can be used effectively to support the mediator's inquiry into practice dilemmas and invite self-knowing that benefits the mediator as well as the parties in the mediation. The effectiveness of a group consultation process, however, depends on the development of "a holding environment" that can provide a safe and confidential space within which such an inquiry can occur. The mediation process is improved when the mediator is able to sustain relational and emotional tension within herself and between the parties long enough for new understandings and actions to develop.     

Teaching Negotiation through Paradox

How to teach negotiation cannot be effectively summed up in a few ready‐to‐be‐applied principles. In this article, I define a paradoxical professorial stance that I believe can be useful for helping students learn negotiation concepts and methods, and will also help them reflect on their own practice. The paradoxes are the following: caring for the students while deliberately exposing them to frustration; nurturing a lively, interactive course while respecting those students who prefer to remain silent; helping the students to be more autonomous while simultaneously manipulating them; accepting their vulnerability while nurturing their creativity; and finally, maintaining both professorial distance and closeness. My adoption of such a paradoxical stance as a professor has encouraged greater creativity in my students, and by the end of the course, they are better able to create value in a negotiation simulation.