Simulating Peace Negotiations

Background . This article reflects on the use of a simulation of peace talks between Israeli and Palestinians in an upper-level undergraduate course at a liberal arts university in the United States. The university was commissioned to test an externally developed proposal and implementation plan for peace negotiations between Israeli and Palestinians (the “IMPLEMENTATION PLAN†). Aim . (1) To contribute to student’s academic learning and understanding of the conflict; (2) to find strengths and weaknesses of the model. Method. Analysis of data collected using a convergent parallel mixed method approach involving surveys, exit interviews, and guided reflection papers. Results . Student Learning Outcomes . The data supports a deeper understanding of the nature of the conflict as well as the complexity of peace negotiations. Students reported a higher level of engagement with the subject matter as a result of the simulation. The model encouraged innovative thinking and new solutions, which might be of interest in real life application. Challenges to student learning were mainly related to (1) student identification with their roles and (2) a need to compromise and finding quick answers. Model . The simulation demonstrated the strengths of the IMPLEMENTATION PLAN, namely to the focused, structured negotiation process with narrowly defined “tracks.†Challenges include the structure of the simulation, the question of applicability of the model to a real life situation, as well as the long-term implementation strategy of negotiation outcomes. Conclusion . The simulation of the IMPLEMENTATION PLAN greatly benefited student learning and led to thought-provoking outcomes concerning negotiations. However, the findings suggest the need for flexibility and modification of the model.