Much of our teaching about conflict relies on theoretical ideas and
models that are delivered as finished products. This article explores
the supposition that what students need is not already-formed theoretical
ideas, but exposure to more real-world cases of conflict from
which to build theory. The article presents an experiment in pedagogy:
teaching a conflict resolution class using only case studies. This
approach was expected to have two benefits: better understanding of
the underlying concepts and a significant contribution to students’
knowledge about the world. The case-only approach appears to be
at least as good as the theory-based version of the class, with some
significant side benefits beyond comprehension of the material.
