Me—The Slow Learner

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Abstract
The article begins with a brief consideration of the origins of ME-THE SLOW LEARNER, the nature of learning, and the process of debriefing. The experience of the simulation since it was originally designed is then explored. This includes a participant observer report. The SAGSET '87 session is then considered, based on debriefing some of the main points which frequently arise during the debriefing of the simulation. This includes some consideration of the ethics of using non-role-play simulations. A brief description of two sessions in the Netherlands is followed by the conclusion which concentrates on the role of emotion in the promotion or inhibition of learning, and on the complex nature of the learning cycle in simulations of this kind

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