Teaching Negotiation Through Paradox Summary
Teaching Negotiation through Paradox
Bernice Thompson
EDUC 746
Dr. Joseph Haas
September 8, 2013
Teaching Negotiation Through Paradox
In this article the author, Laurence de Carlo defines a paradoxical professional viewpoint that he believes can be useful in assisting students learning appropriate negotiation concepts and methods. de Carlo (2012) examines six paradoxes: caring for students while deliberately exposing them to frustration; nurturing a lively, interactive course while respecting those students who prefer to remain silent; helping the students to become more self-directed while simultaneously manipulating them; accepting their vulnerability while nurturing their creativity; and maintaining both professional distance and closeness. De Carlo (2012) notes two types negotiation learning. He believes negotiation can be learned as a group of methods to be evaluated and assessed in class, then replicated in real-life settings (de Carlo, 2012). …show more content…
These deep changes occur when something is “pulled out from the students” during the simulations (de Carlo, 2012). The simulation has four stages. In the first three stages, students explore the information provided on a CD-ROM, discuss and debrief, and record their experiences. In the final stage, students organize a press conference. De Carlo believes these simulations help students identify their emotions and the emotions of others, and use them as a foundation to understanding
Bernice Thompson
EDUC 746
Dr. Joseph Haas
September 8, 2013
Teaching Negotiation Through Paradox
In this article the author, Laurence de Carlo defines a paradoxical professional viewpoint that he believes can be useful in assisting students learning appropriate negotiation concepts and methods. de Carlo (2012) examines six paradoxes: caring for students while deliberately exposing them to frustration; nurturing a lively, interactive course while respecting those students who prefer to remain silent; helping the students to become more self-directed while simultaneously manipulating them; accepting their vulnerability while nurturing their creativity; and maintaining both professional distance and closeness. De Carlo (2012) notes two types negotiation learning. He believes negotiation can be learned as a group of methods to be evaluated and assessed in class, then replicated in real-life settings (de Carlo, 2012). …show more content…
These deep changes occur when something is “pulled out from the students” during the simulations (de Carlo, 2012). The simulation has four stages. In the first three stages, students explore the information provided on a CD-ROM, discuss and debrief, and record their experiences. In the final stage, students organize a press conference. De Carlo believes these simulations help students identify their emotions and the emotions of others, and use them as a foundation to understanding