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Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting / Savyasaachi, Jain

Journalism Education, Volume: 2, Issue: 1, Pages: 10 - 27

Swansea University Author: Savyasaachi, Jain

Abstract

This article presents a successful experiment in the use of two innovative pedagogic methods – game theory and ‘reverse logic’ – to overcome problems in the sustained adoption of good practices in reporting conflict during a workshop for broadcast journalists in Nepal organised by UNESCO and the Asi...

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Published in: Journalism Education
Published: 2013
URI: https://cronfa.swan.ac.uk/Record/cronfa17044
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first_indexed 2014-01-29T02:30:18Z
last_indexed 2018-02-09T04:50:18Z
id cronfa17044
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spelling 2014-12-09T10:45:28.3404657 v2 17044 2014-01-28 Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting fadc04ee37fffd34dbee6f537e2b210b Savyasaachi Jain Savyasaachi Jain true false 2014-01-28 AMED This article presents a successful experiment in the use of two innovative pedagogic methods – game theory and ‘reverse logic’ – to overcome problems in the sustained adoption of good practices in reporting conflict during a workshop for broadcast journalists in Nepal organised by UNESCO and the Asia-Pacific Broadcasting Union (ABU). The article outlines how the strategy for using game theory and reverse logic was designed and implemented to allow discovery of principles and to promote longer term ownership of the journalistic values that are consistent with conflict resolution and peace-building. It goes on to describe workshop activities and relates them to issues in transformative learning and value education. It evaluates student reactions and engagement and the extent to which the use of game theory and reverse logic led to the adoption of desired values. Journal Article Journalism Education 2 1 10 27 Conflict, reporting, journalism, game theory, pedagogy, journalism education, peace journalism, values 31 3 2013 2013-03-31 COLLEGE NANME Media & Communication COLLEGE CODE AMED Swansea University 2014-12-09T10:45:28.3404657 2014-01-28T17:28:22.3730870 College of Arts and Humanities Languages, Translation And Media Savyasaachi Jain 1
title Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
spellingShingle Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
Savyasaachi, Jain
title_short Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
title_full Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
title_fullStr Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
title_full_unstemmed Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
title_sort Games and Feints as Pedagogy: Using Game Theory and Reverse Logic to Teach Conflict Reporting
author_id_str_mv fadc04ee37fffd34dbee6f537e2b210b
author_id_fullname_str_mv fadc04ee37fffd34dbee6f537e2b210b_***_Savyasaachi, Jain
author Savyasaachi, Jain
format Journal article
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publishDate 2013
institution Swansea University
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hierarchy_top_title College of Arts and Humanities
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department_str Languages, Translation And Media{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}Languages, Translation And Media
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description This article presents a successful experiment in the use of two innovative pedagogic methods – game theory and ‘reverse logic’ – to overcome problems in the sustained adoption of good practices in reporting conflict during a workshop for broadcast journalists in Nepal organised by UNESCO and the Asia-Pacific Broadcasting Union (ABU). The article outlines how the strategy for using game theory and reverse logic was designed and implemented to allow discovery of principles and to promote longer term ownership of the journalistic values that are consistent with conflict resolution and peace-building. It goes on to describe workshop activities and relates them to issues in transformative learning and value education. It evaluates student reactions and engagement and the extent to which the use of game theory and reverse logic led to the adoption of desired values.
published_date 2013-03-31T03:26:01Z
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score 10.900834