The Nozick Game

Barry, Galen

doi:10.5840/teachphil201732961

Cited by 1 publication

(1 citation statement)

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“…28 Even if these frustrations don't necessarily indicate a problem, the game goes best when students play to win and some were discouraged from doing so because much depends on dice rolls and other factors beyond their control. 29 Player objectives are unlikely to fend off player frustrations entirely, but they may encourage continued participation for those whose victory objectives are unattainable due to events in the game. Second, player objectives allow students who are shy or nervous about public speaking opportunities to substantively advance their participation via means other than simply giving more speeches or speaking up during the game.…”

Section: Adding Player Objectivesmentioning

confidence: 99%

Teaching Philosophy through a Role-Immersion Game

Joyce¹,

Lamey²,

Martin³

2018

Teaching Philosophy

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A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past (hereafter, Reacting), an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students.

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Section: Adding Player Objectivesmentioning

confidence: 99%