ABSTRACT
The Arab world has witnessed vast cultural, economic, and demographic changes, the latest of which are the ongoing Arab Spring revolutions and their aftermath. Teaching Arab traumas through the lens of affect rather than the mere dissemination of historical knowledge incorporates personal history in a meaningful fashion, thereby paving the way to incorporate collective and personal traumas for a deeper, intrinsic knowledge. Promoting the unique application of Second Life (SL) use in and beyond the classroom, Jeremy Sarachan argues that 'while textbooks and films provide linear models or examples of course content, virtual worlds provide 3-D experiential, interactive learning environments'. Second Life benefits from tapping into the increasing Facebook, Twitter, and networking inclination of the millennial generation for an intrinsic, unforgettable learning experience. The rewards of teaching a class from the standpoint of affect and trauma embodiment lie in the common human elements evoked and resurrected, particularly in the virtual context of SL course sites.
