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.
Conflict resolution, Dance, Curricula, Negotiation, Arts
Dispute Resolution and Arbitration | Higher Education
Educating negotiators for a connected world
Christopher Honeyman; James Coben; Andrew Wei-Min Lee
City or Country
St Paul, MN
Nadja ALEXANDER and LeBaron, Michelle.
Embodied conflict resolution: Resurrecting roleplay-based curricula through dance. (2013). Educating negotiators for a connected world. 539-567. Research Collection School Of Law.
Available at: http://ink.library.smu.edu.sg/sol_research/1864
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