| ID | 111131 |
| Title Proper | Negotiating nonproliferation |
| Other Title Information | scholarship, pedagogy, and nuclear weapons policy |
| Language | ENG |
| Author | Esberg, Jane ; Sagan, Scott D |
| Publication | 2012. |
| Summary / Abstract (Note) | In nuclear nonproliferation negotiations, many governments pursue multiple objectives, and changes in policy can occur rapidly-and often unexpectedly. For these reasons, understanding nonproliferation requires empathy and imagination rather than just historical fact. This article considers one teaching tool to encourage such insight-simulations-and demonstrates how teaching and scholarship can interact to improve our understanding of the complex decisions and negotiations involved in nuclear nonproliferation. The article consists of five parts: first, it explains the benefits of simulations as both a policy development tool in Washington and as a teaching tool in universities; second, it describes the pedagogical strategy of the Stanford University simulation program; third, it shows how the simulations have identified and highlighted theoretical and substantive insights that are often neglected in scholarly studies of nonproliferation; and fourth, it describes how students are tested to enhance the learning experience from the simulation. Fifth and finally, the article provides concluding observations about how using simulations in the classroom can help scholars develop insights that improve their understanding of real-world nuclear negotiation dynamics and outcomes. |
| `In' analytical Note | Nonproliferation Review Vol. 19, No.1; Mar 2012: p.95-108 |
| Journal Source | Nonproliferation Review Vol. 19, No.1; Mar 2012: p.95-108 |
| Key Words | Nonproliferation ; Education ; Treaty on the Non-Proliferation of Nuclear Weapons ; Simulations |