(Page 9 of 11) - Simulations and International Relations: Teaching Resistant Populations authored by DeGarmo, Denise.

Each time a decision is made, the scoring depends on the combination of the
decisions of the two players.

If both put up minus signs, indicating a cut in spending – each is awarded 100
points.

If both put up a plus sign, indicating an increase in spending – each loses 100
points.
If one puts up a plus and the other puts up a minus they receive different scores:
the one that puts up the plus gains 500 points, while the one that puts up the
minus loses 500 points.

What does the “resistant population” most often discover through this exercise: 1) actors
are more likely to pursue a strategy that enhances their own national self-interest; 2)
actors are more likely to avoid decisions that leave their “state” worse off; and, 3) despite
the fact mutual cooperation would leave both actors better off, the considerations
describe in 1 and 2 above, often prevent such cooperation. Could I have gotten the
“resistant population” to understand the impact of the security dilemma on international
relations using the traditional model of instruction? No – I have tried. But, this simple
simulation did the trick.

Conclusion

In using the term “resistant population” I do not mean to imply that students who enroll
in my international relations courses are “unmotivated” or “unintelligent.” Rather, I use
this term to describe a cohort of students who for lack of a better term have little
knowledge, experience, or skills required to successfully understand the world of
international relations. This inadequacy results from their early social, political and
economic experiences associated with growing up in southern Illinois. Their inability to
grasp complex ideas and concepts often makes them defiant or fearful in examining the
world outside their “safe and comfortable” environment.

Inclusion of “resistant populations” into the field of international relations requires a
move from strictly traditional modes of teaching and learning to the greater incorporation
pedagogical tools such as of simulations. Simulations help this specific population of
students gain experience and insight into the workings of international relations –
experience and insight previous out of reach. Once students can experience and gain
knowledge of international relations, conducting research becomes easier as students are
more capable of identifying primary ideas and materials.

The simulation is not meant to replace the traditional means of teaching and learning, but
to augment them so the learning environment becomes conducive for the “resistant
population.” The lesson that I have learned from surveying my student population and
assessing my own teaching style is that while the traditional models of instruction have
certain limitations when addressing particular student populations, simulations can
enhance traditional methods while providing the necessary skills, knowledge and
experience to increase the probability of success in the field. By incorporating