Teaching Nonviolence in Times of War  

Through a critical analysis of a course entitled “Nonviolent Activism in 
Modern Asia,” this article discusses the use of educational games, which 
are set in the past and assign students specific roles and tasks informed 
by primary sources, as an interactive pedagogy in teaching history. 
It argues that incorporating games into history courses with international, 
cross-cultural and comparative foci can not only arouse students’ interest 
in the subject matter, but also make them aware of the contingency of history.