Embodied conflict resolution: Resurrecting roleplay-based curricula through dance
Moving on from the authors’ seminal 2009 critique of the overuse of role-plays in negotiation teaching, "Death of the Role-Play" (chapter 13 in Rethinking Negotiation Teaching), Alexander and LeBaron have taken the rapidly increasing enthusiasm for experiential learning in a new direction:...
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sg-smu-ink.sol_research-38162017-03-13T06:10:45Z Embodied conflict resolution: Resurrecting roleplay-based curricula through dance ALEXANDER, Nadja LeBaron, Michelle Moving on from the authors’ seminal 2009 critique of the overuse of role-plays in negotiation teaching, "Death of the Role-Play" (chapter 13 in Rethinking Negotiation Teaching), Alexander and LeBaron have taken the rapidly increasing enthusiasm for experiential learning in a new direction: multiple intelligences. Their particular interest is in a use of experiential learning that focuses on kinesthetic intelligence, employing actual physical movement, particularly dance, to unlock creativity in other mental domains, as well as to encourage authentic participation by people whose skills are not primarily verbal or mathematical. Those who may be inclined to be skeptical should note that this work is receiving increased attention among people whose dominant skills are rational/analytical: this chapter serves as a brief introduction to a project whose longer work is to be published soon by the American Bar Association. 2013-01-01T08:00:00Z text application/pdf https://ink.library.smu.edu.sg/sol_research/1864 https://ink.library.smu.edu.sg/context/sol_research/article/3816/viewcontent/EmbodiedConflictResolution_2013_pv.pdf http://creativecommons.org/licenses/by-nc-nd/4.0/ Research Collection Yong Pung How School Of Law eng Institutional Knowledge at Singapore Management University Conflict resolution Dance Curricula Negotiation Arts Dispute Resolution and Arbitration Higher Education |
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Conflict resolution Dance Curricula Negotiation Arts Dispute Resolution and Arbitration Higher Education ALEXANDER, Nadja LeBaron, Michelle Embodied conflict resolution: Resurrecting roleplay-based curricula through dance |
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Moving on from the authors’ seminal 2009 critique of the overuse of role-plays in negotiation teaching, "Death of the Role-Play" (chapter 13 in Rethinking Negotiation Teaching), Alexander and LeBaron have taken the rapidly increasing enthusiasm for experiential learning in a new direction: multiple intelligences. Their particular interest is in a use of experiential learning that focuses on kinesthetic intelligence, employing actual physical movement, particularly dance, to unlock creativity in other mental domains, as well as to encourage authentic participation by people whose skills are not primarily verbal or mathematical. Those who may be inclined to be skeptical should note that this work is receiving increased attention among people whose dominant skills are rational/analytical: this chapter serves as a brief introduction to a project whose longer work is to be published soon by the American Bar Association. |
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ALEXANDER, Nadja LeBaron, Michelle |
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ALEXANDER, Nadja LeBaron, Michelle |
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ALEXANDER, Nadja |
title |
Embodied conflict resolution: Resurrecting roleplay-based curricula through dance |
title_short |
Embodied conflict resolution: Resurrecting roleplay-based curricula through dance |
title_full |
Embodied conflict resolution: Resurrecting roleplay-based curricula through dance |
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Embodied conflict resolution: Resurrecting roleplay-based curricula through dance |
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Embodied conflict resolution: Resurrecting roleplay-based curricula through dance |
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embodied conflict resolution: resurrecting roleplay-based curricula through dance |
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Institutional Knowledge at Singapore Management University |
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2013 |
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https://ink.library.smu.edu.sg/sol_research/1864 https://ink.library.smu.edu.sg/context/sol_research/article/3816/viewcontent/EmbodiedConflictResolution_2013_pv.pdf |
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