Abstract
In this chapter, I articulate the distinction between what I refer to as “games-to-teach ” and “games-to-learn .” I critically interrogate why games-to-teach are deeply problematic if the goal is to educate rather than school children. I do so from the perspectives of knowing , being , doing , and valuing ; i.e., from epistemological , ontological , praxiological , and axiological frames of reference. I then elaborate on the vital differences between the two perspectives from the standpoint of making a commitment to schooling children or to educating them.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
See Chap. 5 for details.
- 2.
There is nothing wrong, of course, in wanting students to be able to generate the correct answer to mathematical problems. The issue here is that for a deep understanding of the problem space to be achieved, students need to grasp the solution space in relation to the error space. This point is elaborated later.
- 3.
Whether they know “correctly” or otherwise—that is, whether they genuinely understand—is a separate matter.
- 4.
A person who is asked to show you his or her knowledge (as a material object) will be hard pressed to do so. Laypeople may be apt to point to their heads, but when pressed further to be more specific, they are likely to show signs of exasperation.
- 5.
The implications of adopting a process-relational worldview are vast and beyond the scope of this chapter.
- 6.
Machines, such as computers, whose “intelligence” is at best artificial can only mimic human cognition in a syntactically driven and semantics-free manner. Thus, inputting “3 × 5” on an electronic calculator will yield the display “15”. But the calculator’s output is constituted by the numerals “1” followed by “5”. This output is very different from how a human usually reads the output: as the number 15. A number is a semantically laden notion in the field of arithmetic, but a numeral is (only) a representation of a number. Indeed, multiple numeral systems exist, for example, the Arabic numeral system and the Roman numeral system. Consequently, numerals are arbitrary representations of number. There is no single one-to-one mapping between numeral and number. In this sense, numerals are said to be meaningless.
References
Aristotle. (1941). Niomachean ethics (W. D. Ross, Trans.). In R. McKeon (Ed.), The basic works of Aristotle. New York, NY: Random House.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Bateson, G. (1979). Mind and nature: A necessary unity. New York, NY: Bantam Books.
Berger, P., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. London, UK: Penguin Books.
Biesta, G. J. J., & Burbules, N. C. (2003). Pragmatism and educational research. Lanham, MD: Rowman & Littlefield.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (Eds.). (1956). Taxonomy of educational objectives: Handbook I, cognitive domain. New York, NY: McKay.
Broadfoot, P. (2009). Signs of change: Assessment past, present and future. In C. Wyatt-Smith & J. Cumming (Eds.), Educational assessment in the 21st century: Connecting theory and practice (pp. v–xi). Dordrecht: Springer.
Brown, S. D., & Stenner, P. (2009). Psychology without foundations: History, philosophy and psychosocial theory. London, UK: Sage.
Bunin, N., & Yu, J. (2009). The Blackwell dictionary of western philosophy. Chichester, UK: Wiley-Blackwell.
Chee, Y. S. (2010). Studying learners and assessing learning: A process-relational perspective on the learning sciences. Educational Technology, 50(5), 5–9.
Chee, Y. S. (2014). Interrogating the Learning Sciences as a design science: Leveraging insights from Chinese philosophy and Chinese medicine. Studies in Philosophy and Education, 33(1), 89–103. doi:10.1007/s11217-013-9367-2.
Coulter, J., & Sharrock, W. (2007). Brain, mind, and human behavior in contemporary cognitive science: Critical assessments of the philosophy of psychology. Lampeter, UK: Edwin Mellen Press.
Dewey, J. (1897/2004). My pedagogic creed. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (2nd ed., pp. 17–23). New York, NY: Routledge Falmer.
Dewey, J. (1909/1991). How we think. In J. A. Boydston (Ed.), The middle works of John Dewey, 1899–1924 (Vol. 6, pp. 177–356). Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1916/1980). An added note as to the “practical”. In J. A. Boydston (Ed.), John Dewey: The middle works (Vol. 10, pp. 366–369). Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1925/1988). Experience and nature. In John Dewey: The later works, 1925–1953 (Vol. 1). Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1929/2008). The quest for certainty. In Johen Dewey: The later works, 1925–1953 (Vol. 4). Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1938/1991). Logic: The theory of inquiry. In The later works of John Dewey, 1925–1953 (Vol. 12). Carbondale, IL: Southern Illinois University Press.
Dewey, J. (1949/1991). Importance, significance, meaning. In J. A. Boydston (Ed.), John Dewey: The later works, 1925–1953 (Vol. 16, pp. 318–332). Carbondale, IL: Southern Illinois University Press.
Dewey, J., & Bentley, A. F. (1949/1991). Knowing and the known. In J. A. Boydston (Ed.), John Dewey: The later works, 1925–1953 (Vol. 16, pp. 1–294). Carbondale, IL: Southern Illinois University Press.
Fairfield, P. (2000). Theorizing praxis: Studies in hermeneutical pragmatism. New perspectives in philosophical texts and issues (Vol. 15). New York, NY: Peter Lang.
Ferré, F. (1996). Being and value: Toward a constructive postmodern metaphysics. SUNY series in constructive postmodern thought. New York, NY: SUNY Press.
Garrison, J. (1999). John Dewey’s theory of practical reasoning. Educational Philosophy and Theory, 31(3), 291–312.
Garrison, J., & Neiman, A. (2003). Pragmatism and education. In N. Blake, P. Smeyers, R. Smith, & P. Standish (Eds.), The Blackwell guide to the philosophy of education (pp. 21–37). Malden, MA: Blackwell Publishing.
Greetham, B. (2006). Philosophy. Basingstoke, UK: Palgrave MacMillan.
Hayakawa, S. I., & Hayakawa, A. R. (1990). Language in thought and action (5th ed.). San Diego, CA: Harcourt Brace.
Huizinga, J. (1938/1955). Homo ludens: A study of the play element in culture. Boston: Beacon Press.
Ito, M. (2009). Engineering play: A cultural history of children’s software. Cambridge, MA: MIT Press.
Jonassen, D. H., & Land, S. M. (Eds.). (2000). Theoretical foundations of learning environments. Mahwah: NJ: Lawrence Erlbaum.
Kincheloe, J. (2008). Knowledge and critical pedagogy: An introduction. Dordrecht: Springer.
Korzybski, A. (1994). Science and sanity: An introduction to non-Aristotelian systems and general semantics (5th ed.). Englewood, NJ: Institute of General Semantics.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
Larkin, J. H., & Chabay, R. W. (Eds.). (1992). Computer-assisted instruction and intelligent tutoring systems: Shared goals and complementary approaches. Hillsdale, NJ: Lawrence Erlbaum.
Leue, W. H. (2005). Metaphysical foundations for a theory of value in the philosophy of Alfred North Whitehead. Ashfield, MA: Down-to-Earth Books.
Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Corwin Press.
Maxwell, G. S. (2009). Defining standards for the 21st century. In C. Wyatt-Smith & J. Cumming (Eds.), Educational assessment in the 21st century: Connecting theory and practice (pp. 263–286). Dordrecht: Springer.
McMillan, J. H. (2008). Assessment essentials for standards-based education (2nd ed.). Thousand Oaks, CA: Corwin Press.
Mesle, C. R. (2008). Process-relational philosophy: An introduction to Alfred North Whitehead. West Conshohocken, PA: Temple Foundation Press.
Newell, A. (1982). The knowledge level. Artificial Intelligence, 18, 87–127.
Pellegrini, A. D. (2009). The role of play in human development. New York, NY: Oxford University Press.
Popper, K. (2002). The logic of scientific discovery (2nd ed.). New York, NY: Routledge.
Postman, N. (1995). The end of education: Redefining the value of school. New York, NY: Vintage Books.
Postman, N., & Weingartner, C. (1969). Teaching as a subversive activity. New York, NY: Dell Publishing.
Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
Prensky, M. (2006). Don’t bother me Mom—I’m learning!. St. Paul, MN: Paragon House.
Putnam, H. (2002). The collapse of the fact/value dichotomy. Cambridge, MA: Harvard University Press.
Rescher, N. (1996). Process metaphysics: An introduction to process philosophy. New York, NY: SUNY Press.
Rescher, N. (2000). Process philosophy: A survey of basic issues. Pittsburgh, PA: University of Pittsburgh Press.
Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
Ryle, G. (1949/2009). The concept of mind (60th anniversary ed.). New York, NY: Routledge.
Schank, R. C. (2002). Designing world-class E-learning. New York, NY: McGraw-Hill.
Smith, P. L., & Ragan, T. J. (1999). Instructional design (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
Still, A., & Costall, A. (Eds.). (1991). Against cognitivism. London, UK: Harverster Wheatsheaf.
Toomela, A., & Valsiner, J. (Eds.). (2010). Methodological thinking in psychology: 60 years gone astray? Advances in cultural psychology: Constructing human development. Charlotte, NC: Information Age.
Whitehead, A. N. (1926). Religion in the making. New York, NY: Macmillan.
Whitehead, A. N. (1929). The aims of education and other essays. New York, NY: Free Press.
Youdell, D. (2011). School trouble: Identity, power and politics in education. New York, NY: Routledge.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Chee, Y.S. (2016). Games-to-Teach or Games-to-Learn: What’s the Difference and Why It Matters. In: Games-To-Teach or Games-To-Learn. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-287-518-1_2
Download citation
DOI: https://doi.org/10.1007/978-981-287-518-1_2
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-517-4
Online ISBN: 978-981-287-518-1
eBook Packages: EngineeringEngineering (R0)