International Conflict Simulation (Middle East)

→ Added August 8, 2004: A Dialog of Faith: Moral Reflections on Middle East Conflict From Jewish, Muslim, and Christian Perspectives.

Many universities treat international relations as "foreign" relations, the examination of world affairs from an ethno-centric perspective. Accepting the values of their own political culture, scholars and policy makers often superimpose them on other countries. If another state doesn't act in accordance with those values, its leaders are labeled irrational.
This ethnocentric analysis excludes a basic element needed to understand international relations—empathy. We may use empirical skills, political science, history, law, and economics, but if we lack empathy, we will never fully appreciate the subtle complexities of global affairs.

To help students develop a sense of empathy for people in the Middle East, Professor William Stover developed a strategic, Web-based interactive simulation where students represent countries in the region. The students are assigned advisors, nationals from the Middle East, to help them gain additional information and later make realistic decisions during the simulation.

Preparation for the simulation involves research on the simulated country, requiring three types of sources: academic journals, news media, and Internet sites from the countries students represent. The latter include hundreds of sources available on our Web site. This means students must look beyond the American oriented media and academic community, visiting sites from the Middle East made available on-line.

Our students' experience in the international conflict simulation seems to have a positive effect on their understanding of the Middle East and their sense of empathy with counties in the region, likely due to three factors:

First, the research requirement makes participants look at international relations differently as they seek to see the world through the perspective of another country in an inter-subjective way.

Second, the need to act in the simulation on behalf of their assumed country further helps them internalize that perspective.

Finally, their effort to impress team members and other "diplomats" (some from the nations they represent) with their ability to act realistically in their country roles helps them achieve empathy.

Through a Hackworth Grant from the Markkula Center for Applied Ethics, we are developing an applied ethical component to this experience by including human rights workers, international attorneys, and faculty or graduate students interested in public ethics. They will view the simulation as it occurs each quarter, posting comments about the ethical, moral consequences of student actions in the simulation.

Interested individuals should contact William Stover wstover@scu.edu for more details and the dates of upcoming simulations.