恐怖主义教学的新技术

David A. Siegel
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引用次数: 0

摘要

主动学习练习,如课堂模拟和角色扮演,越来越多地与更传统的讨论和讲座教学方法一起使用,以加深对复杂主题的理解,特别是那些涉及战略行为的主题。这篇文章用几个实例描述了课堂经验,这些实例可以用来教授恐怖主义研究中出现的战略概念。第一个长期演习涉及模拟人质危机,包括媒体、政府和恐怖分子等多个角色,并强调可信承诺和代价高昂的信号的战略概念。第二种形式的演习抓住了政府和恐怖组织的战略相互作用,并突出了机构问题和分配有限资源的困难。较短的练习包括:宗教及其与绝对的联系;策略扩散、竞价与地方支持的重要性媒体追求轰动效应;恐怖主义融资。
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New Techniques in Teaching Terrorism
Active-learning exercises, such as in-class simulations and role play, are increasingly used alongside more traditional teaching methods of discussion and lecture in order to develop deeper understanding of complex topics, particularly those involving strategic behavior. This article describes in-class experiences with several instances of active learning that can be used to teach strategic concepts that arise in the study of terrorism. The first long-form exercise involves a simulated hostage crisis, comprises multiple roles including media, government, and terrorists, and highlights strategic concepts of credible commitment and costly signaling. The second long-form exercise captures the strategic interplay of government and terror group, and highlights agency problems and the difficulty of allocating limited resources. Shorter exercises cover: religion and its connection to the absolute; tactic diffusion, outbidding, and the importance of local support; media sensationalism; and terrorist financing.
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