Abstract
This writing explores the educative potential of walking in virtual spaces and how it can activate conceptual and philosophical considerations in personal, critical, intellectual, and affective realms of being and becoming. Digital and virtual ‘walks’ offer alternatives to ableist assumptions of walking that might be limited to physical movement. As such, the chapter focuses on the experience of moving through two exploration games—a walking simulator and a simulation of walking. The authors discuss the curricular paths they took through aesthetic, a/r/tographic, and contemplative orientations. The enigmatic nature of such games and their resistance to specific instructions mean that players are compelled to create their own meaning and conclusions through interactions with the virtual terrain, an approach that can be pedagogically provocative.
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Lee, N., Morimoto, K. (2021). Walking Curricular Paths in the Virtual: The Stanley Parable and Minecraft. In: Walking with A/r/tography. Palgrave Studies in Movement across Education, the Arts and the Social Sciences. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-88612-7_3
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