The Game of Shapes: An Active Learning Template to Teach Constructivism in International Relations

Abstract

This article presents the modus operandi of a game, the so-called Game of Shapes, which can be used as an active learning tool to teach Constructivism to introductory International Relations courses. While sharing our own experience of the development and application of the game in a laboratory with International Relations students, this paper aims to provide a teaching template that can assist in the problematization of the statist and individualistic ontology of rationalist theories. Hence it is an interactive dynamic that helps to introduce and open up the discussion of the contingency of the social world, which is the base to understand any of the several and intricate tenets of Constructivism and any other critical approaches. Most of the students’ feedbacks were very positive regarding their comprehension of the content presented. They provided important feedback on how the activity was valuable in order to grasp complex concepts, important to constructivist theories in International Relations.

Keywords:

• Active learning
• game of shapes
• international relations
• constructivism

Notes

1 The game of shapes was presented to one of our colleagues in a workshop to address communication problems. Although the game is not totally new, it is the first time, as far as we know, this activity has been applied to teach constructivism in an IR classroom.”

2 The comments from the students report only personal impressions related to the greater interest in the topic and not specifically on the method per se. In our institution (The State University of Paraíba, Brazil), there is no formal Institutional Review Board requirement specifically for this kind of research. Nevertheless, we have followed the research ethics guidelines of our institution, including adequate human subject protections consistent with their institutional standards and in compliance with the APSA Ethical Guidelines.

Additional information

Notes on contributors

Ana Paula Maielo Silva

Ana Paula Maielo Silva holds a PhD in Political Science from The State University of Campinas (Unicamp, Brazil). She completed her postdoctoral studies at Macquarie University, Australia. She is a member of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relation, where she develops active learning and teaching methods and techniques in International Relations.

Gabriela Gonçalves Barbosa

Gabriela Gonçalves Barbosa holds a PhD in Political Science/International Relations from the Federal University of Pernambuco (UFPE, Brazil). She is a member of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relation, where she develops active learning and teaching methods and techniques in International Relations.

Elia Elisa Cia Alves

Elia Elisa Cia Alves holds a PhD in Political Science/International Relations from the Federal University of Pernambuco (UFPE, Brazil). She is a member of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relation, where she develops active learning and teaching methods and techniques in International Relations. She is the coordinator of the Teaching and Methods group at the Political Science Brazilian Association (2020–2022).

Cristina Carvalho Pacheco

Cristina Carvalho Pacheco holds a PhD in Social Sciences from The State University of Campinas (Unicamp, Brazil). She completed her postdoctoral studies at American University (CLALS), with a CAPES-Fulbright scholarship (2013–2014). She is the coordinator of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relation, where she develops active learning and teaching methods and techniques in International Relations. She is Academic Advisor at INCT-INEU.