ABSTRACT
This chapter examines two cases of experiential learning geared to peace and conflict studies. The first scrutinizes how an international conflict and protest dilemma can be effectively brought into the classroom to serve as an educational vehicle for peacebuilding. The second takes the learning outside the classroom for a brief exploration of the potential of a pilgrimage pedagogy. Most importantly, however, experiential learning can propel the student through the stages of the Arc of Learning more effectively than other teaching and learning approaches. The Israel-Palestine Conflict course itself took place in an “active learning classroom” – a special classroom designed to foster group work and consisting of round group tables with computers, with each table also having their own projector and screen. For broader justice issues to be understood, justice also needs to prevail in the classroom. This includes the fair and respectful treatment of all participants and their right to express their views and opinions.
