Sherry Jones presents an approach to teaching philosophy and rhetoric concepts through game-based learning. Game-based learning involves using analog or digital games in instruction by both referencing game systems and having learners play games. Jones discusses how games from any genre can support instruction by embodying principles of logic, mathematics, and other topics intentionally or not. The document then outlines examples of analyzing different games to teach concepts like logos, ethos, pathos, existentialism, and freedom and determinism using deductive reasoning exercises. Jones concludes that games are unique artifacts that can be interactively experienced and studied as models or analogies for various concepts due to their similitude to other systems.

1. Teaching Philosophy and Rhetoric
with Game-Based Learning
Sherry Jones
Philosophy, Rhetoric, Game Studies
e-Learning Consortium of Colorado (eLCC)
April 17, 2014
sherryjones.edtech@gmail.com
@autnes
http://bit.ly/gbl2014

2. WHAT IS A GAME?
● A game, whether analog
or digital, is a self-
contained system or
space designed for the
purpose of play.
● Play is an activity that
allows us to experiment,
repeat behaviors without
fear of failure, and make
a series of possible
choices to render an
experience meaningful.Phoenix, the Ace Attorney, says . . .

3. WHAT IS GAME-BASED LEARNING?
Game-Based Learning (GBL) is a teaching
method that utilizes analog or digital
games in instruction. GBL involves both
instructional and participatory acts:
1. Instructional Act - Instructors
reference self-contained systems in
analog or digital games to teach
concepts, theories, system-thinking,
and design-thinking.
2. Participatory Act - Learners play
games and create game systems for
experiential learning.

4. WHAT GAMES CAN BE USED IN INSTRUCTION?
Many educators believe that only educational or serious games, designed to
be didactic, can be used in instruction. In reality, games from all genres can
support instruction.
Intentional or not, the design of game systems and game narratives is always
referential to or builds upon existing ideologies, and principles of logic,
mathematics, rhetoric, philosophy, psychology, physics, engineering, etc.

5. BEFORE WE PLAY . . .
Given time constraints, we will only play short digital
games that are rich with meaning in this GBL Workshop.
I will share a few of my methods for teaching rhetoric and
philosophy with digital games.
LET’S GO!

6. LET’S PLAY STORY HERO
Story Hero
http://bit.ly/storyherogame

7. LOGOS OF STORY HERO
Ex. Analyze the game’s logos (order,
knowledge, reasoned discourse).
1. List the exact sequence (order) to
activate keywords. Explain the logic.
2. What pairs of words are binary
oppositions? Are the binaries stable or
culturally contingent?
3. According to the game’s logos, what is a
“hero”?
“Deductive Reasoning Time . . .”

8. LET’S PLAY THE LAST NIGHT
The Last Night
http://bit.ly/thelastnight1

9. ETHOS OF THE LAST NIGHT
Ex. Analyze the game’s ethos (character,
guiding ideals, credibility).
1. Do research on the genre, “cyberpunk.”
2. Identify specific in-game elements that
express the ideals of cyberpunk.
3. “Paratext” is type of text that frames the
main text, and influences the audience’s
reception of the main text. Identify
paratextual elements that add to the
game’s cyberpunk ethos.
“Deductive Reasoning Time . . .”

10. LET’S PLAY! NOTHING YOU HAVE DONE DESERVES
SUCH PRAISE
Nothing You Have Done Deserves Such Praise
http://bit.ly/praisegame

11. PATHOS OF NOTHING YOU HAVE DONE DESERVES
SUCH PRAISE
Ex. Analyze the game’s pathos (appeal to
emotions, empathy, relatedness).
1. Provide verbal, audio, and visual
examples that express the game’s
pathos.
2. What is the main claim of the game?
3. Does the game’s pathos support the
main claim? Explain. “Deductive Reasoning Time . . .”

12. LET’S PLAY! TRIHAYWBFRFYH
TRIHAYWBFRFYH
http://bit.ly/rapture1

13. EXISTENTIALISM IN TRIHAYWBFRFYH
Ex. Jean-Paul Sartre’s Existentialism.
1. Sartre defines “facticity” as the givens
(language, environment, previous
choices, selves) that constitute our
“situations.” What facticity does one
face in the game situation?
2. How is one “condemned to be free” in
the game?
3. “Bad faith” is to adopt false value and
disown innate freedom. Explain the
concept in terms of the game.
“Deductive Reasoning Time . . .”

14. LET’S WATCH PERSPECTIVE
Perspective
http://seewithperspective.com

15. SEEING-THAT VS. SEEING-AS IN PERSPECTIVE
Ex. Ludwig Wittgenstein’s “Seeing-As.”
1. Wittgenstein explains we perceive
objects in two ways: Seeing-that
(reporting what we see), vs. Seeing-as
(noticing an aspect of what we see as
something). Seeing-as involves
recognizing the relation between the
object with another object or narrative
(i.e. context matters in perception).
2. How do aspects in the game affect our
“seeing objects as” something else?
“Deductive Reasoning Time . . .”

16. LET’S WATCH THE STANLEY PARABLE (2011 MOD)
The Stanley Parable (2011 Mod)
http://bit.ly/stanleyparable2011

17. FREEDOM & DETERMINISM IN THE STANLEY PARABLE
Ex. Which view describes the level of Free
Will in the gameplay (6 outcomes possible)?
1. Determinism - All events are determined
by causal laws; freedom is an illusion.
2. Compatibilism - All events are
determined by causal laws; humans can
be free via internal motivations.
3. Indeterminism - Some events may be
random; freedom is possible.
4. Libertarianism - Humans can exercise
free will fully; freedom is possible.
“Deductive Reasoning Time . . .”

18. ALL GAMES CAN BE DIDACTIC
● Games are unique artifacts that can be interactively experienced.
● Games possess similitude to other self-contained systems, real or
conditional, and can be studied as models or analogies to concepts,
theories, and systems.
● Games are emergent new media that pervade our lives, and their effects
should be examined. ex. wearables, sensing machines, VR, AR.

19. QUESTIONS? COMMENTS?
Sherry Jones
Philosophy, Rhetoric, Game Studies
Writings & Artifacts
sherryjones.edtech@gmail.com
@autnes
Access This Slideshow - http://bit.ly/gbl2014