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31 Negot. J. 1 (2015)

handle is hein.journals/nejo31 and id is 1 raw text is: Editor's Note Years ago, when my friend and colleague Rob Robinson was a doctoral student at Stanford University, he was chosen to be the teaching assistant for a legendary social psychologist whose survey course was one of the most popular on the campus. He was eager to help, of course, but the class was so successful he expected that he wouldn't contribute much to design- ing the curriculum. But at their first planning meeting early in the summer, Robinson was shocked when the professor said, Rob, I'm sorry, but we have a ton of work to do. I've lost all my course notes - my syllabus, the class plans, everything. We have to start from scratch. The two of them buckled down, pored through the latest research, debated priorities, crafted assignments, juggled the organization (repeat- edly), and then, a week before the first class, they finally had a syllabus that they liked. Once again, students loved the course. Months later, Robinson told someone else in his department about how his professor had lost all his course materials. She laughed. He didn't lose them. He threw them away on purpose, she said. He always does it, every year, to make sure that his teaching stays fresh. A few days ago, I told this story to a friend, himself a great teacher, who shook his head in admiration. I admire that dedication, my friend said, but I don't think I'd have the courage to let go of something that is already working well. The impulse to cling to the tried and true may be particularly powerful for negotiation teachers. Our students understand the importance of the topic, and many of them relish the opportunity to learn experientially, through exercises, simulations, and video. Given that success, it's hard to be a contrarian and decide that It's not broke, but let's fix it anyway! In Robert Bordone and Rachel Viscomi's review essay, The Wicked Problem of Rethinking Negotiation Teaching, they tip their respective hats to a valiant collection of academics and practitioners who have done exactly that. Led by Christopher Honeyman, James Coben, and Giuseppe DePaolo, their mission has been nothing less than to revamp the teaching of our field across many settings and cultures. The team launched its project with a working conference in Rome in 2008, and there were subsequent action-learning sessions in Istanbul and Beijing. Bordone and Viscomi's review is prompted by the publication of the concluding volume (number 4) in the Rethinking Negotiation Teaching (RNT) book series that came out of that project. In the aggregate, scores of authors have produced nearly two thousand pages of stimulating essays on what and how we should teach. (That count does not include related work that they contributed to this journal in 2009.) Negotiation Journal January 2015 1

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