A “pedagogy of discomfort” (Boler 1999) recognizes the degree to which epistemology, emotions, and ethics are closely entwined both within and beyond our classrooms shaping who, what, where, why, and when we can see. It recognizes not only the intellectual and cognitive focus of education but also its embodied and affective dimensions. A pedagogy of discomfort which engages with the historically, politically, and ideologically contested and the emotionally invested subject of Israel/Palestine offers one way to engage in the teaching and learning of conflict analysis, and to support the development of active and critical student-citizens. This article suggests that experiential learning can support the development of pedagogical discomfort and explores this in the context of the Olive Tree Initiative, a narrative-based and experiential learning program for undergraduate politics and international relations students that focuses on Israel/Palestine. Drawing on student testimony, this article explores the ways in which the program plays a role in challenging dominant social, political, and emotional beliefs in order to create possibilities for individual and social transformation. It also reflects on some of the challenges and limitations posed by this approach, and engages with questions of emotions, vulnerability, and ambiguity in and beyond the classroom.

中文翻译：

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“不适的教学法”？以色列-巴勒斯坦的经验学习和冲突分析

“不适感的教学法”（Boler，1999年）认识到认识论，情感和道德观念在我们的课堂内外紧密相连，在一定程度上塑造了我们可以看到的对象，对象，地点，原因和时间。它不仅认识到教育的智力和认知重点，而且认识到教育的具体和情感层面。与以色列/巴勒斯坦的历史，政治和意识形态上有争议的以及情感投入的主题有关的不适感教学法提供了一种参与冲突分析的教学和学习，并支持积极和批判性学生公民发展的方式。本文认为，体验式学习可以支持教学不适感的发展，并在“橄榄树计划”的背景下对此进行探讨，基于叙事和经验的学习计划，主要针对以色列/巴勒斯坦的本科政治和国际关系学生。本文利用学生的证词，探索了该计划在挑战主流社会，政治和情感信念中发挥作用的方式，从而为个人和社会转型创造了可能性。它还反映了这种方法带来的一些挑战和局限性，并涉及教室内外的情感，脆弱性和歧义性问题。和情感信仰，以便为个人和社会变革创造可能性。它还反映了这种方法带来的一些挑战和局限性，并涉及教室内外的情感，脆弱性和歧义性问题。和情感信仰，以便为个人和社会变革创造可能性。它还反映了这种方法带来的一些挑战和局限性，并涉及教室内外的情感，脆弱性和歧义性问题。