Prof. Dr. Benjamin Jörissen<br />Department of Education<br />Chair (per pro) of Applied Media Science<br />Games, Reflexi...
„self-education though media“<br />„Medienbildung“<br />
Digital Games<br />self-education<br />power<br />
Digital Games<br />self-education<br />power<br />
Jörissen<br />
Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digi...
Media „Bildung“<br />Self-educational potentials of digital games (examples)<br />„Bildung“, power and governance<br />Dig...
„Bildung“ as a <br />complex learningprocess<br />versus „well-educatedness“<br />Marotzki, Winfried (1990): Entwurf einer...
„Bildung“ as a process of<br />structural transformation<br /> of the individual‘s world view<br />Marotzki, Winfried (199...
„(reflexive) orientational<br />knowledge“<br />versus<br />„know what, know how“<br />Marotzki, Winfried (1990): Entwurf ...
orientation<br />coping with contingencies<br />flexibility<br />reorientation,<br />reframing of world views<br />tentati...
participation<br />demands<br />articulation<br />requires<br />recognition<br />through <br />processes of<br />socialint...
participation<br />demands<br />articulation<br />requires<br />recognition<br />through <br />processes of<br />socialint...
Immanuel Kant – Logic(1800)<br />Kant, Immanuel (1977): Logik. Ein Handbuch zu Vorlesungen. In: ders.: Schriften zur Metap...
Orientational Dimensions<br />
structural analysis with regard to potentials of reflecting upon …<br />
Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digi...
“New semiotic domains provokereframing of former world views,<br />because they call for <br />new cognitive patternsof pe...
Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digi...
Michel Foucault (1926-1984)<br />Professor for „History of the Systems of  Thinking“ at the<br />Collège de France, Paris<...
Michel Foucault (1926-1984)<br />Professor for „History of the Systems of  Thinking“ at the<br />Collège de France, Paris<...
Michel Foucault (1926-1984)<br />Professor for „History of the Systems of  Thinking“ at the<br />Collège de France, Paris<...
performative practices aiming to make dominating discourses visible<br />
“Who allows to be captured by the dispositive of the ‘mobile phone’, however intensive the desire may have been which drov...
Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digi...
How are relations of power and rule structured in the realm of digital games?<br />
Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.<br />
Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.<br />
1. rules2. outcome3. valorization of outcome4. player effort5. player attached to outcome6. negotiable consequences of the...
rules don´t force:<br />they govern<br />
playing a game<br />requires the gamer to<br />subordinate himself<br />to the rules<br />
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Games, reflexivity, and governance

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Keynote Frog 09
3rd Vienna Games Conference
Future and Reality of Games (F.R.O.G.) 2009
Vienna, City Hall, 26.9.2009

Presentation Paper:http://www.scribd.com/doc/21895610/Keynote-Games-Reflexivity-and-Governance

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Games, reflexivity, and governance

  1. Prof. Dr. Benjamin Jörissen<br />Department of Education<br />Chair (per pro) of Applied Media Science<br />Games, Reflexivity,and governance<br />Keynote held at the<br />3rd Vienna Games Conference<br />Future and Reality of Games (F.R.O.G.) 2009<br />Vienna, City Hall, 26.9.2009<br />
  2. „self-education though media“<br />„Medienbildung“<br />
  3. Digital Games<br />self-education<br />power<br />
  4. Digital Games<br />self-education<br />power<br />
  5. Jörissen<br />
  6. Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digital games and governance<br />
  7. Media „Bildung“<br />Self-educational potentials of digital games (examples)<br />„Bildung“, power and governance<br />Digital games and governance<br />
  8. „Bildung“ as a <br />complex learningprocess<br />versus „well-educatedness“<br />Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.<br />
  9. „Bildung“ as a process of<br />structural transformation<br /> of the individual‘s world view<br />Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.<br />
  10. „(reflexive) orientational<br />knowledge“<br />versus<br />„know what, know how“<br />Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.<br />
  11. orientation<br />coping with contingencies<br />flexibility<br />reorientation,<br />reframing of world views<br />tentativity<br />exploration, <br />creativity , trying things<br />openness towards theunknown<br />alterity<br />
  12. participation<br />demands<br />articulation<br />requires<br />recognition<br />through <br />processes of<br />socialinteraction<br />
  13. participation<br />demands<br />articulation<br />requires<br />recognition<br />through <br />processes of<br />socialinteraction<br />
  14. Immanuel Kant – Logic(1800)<br />Kant, Immanuel (1977): Logik. Ein Handbuch zu Vorlesungen. In: ders.: Schriften zur Metaphysik und Logik 2. Werkausgabe Bd. VI. Frankfurt/M.: Suhrkamp.<br />
  15. Orientational Dimensions<br />
  16. structural analysis with regard to potentials of reflecting upon …<br />
  17. Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digital games and governance<br />
  18. “New semiotic domains provokereframing of former world views,<br />because they call for <br />new cognitive patternsof perception and interpretation.”<br />Fromme, Johannes/Jörissen, Benjamin/Unger, Alexander (2008): (Self-) Educational effects of computer gaming cultures. In: Ferdig, Rick (ed.): Handbook of Research on Effective Electronic Gaming in Education. Hershey: Information Science Reference, p. 763.<br />
  19. Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digital games and governance<br />
  20. Michel Foucault (1926-1984)<br />Professor for „History of the Systems of Thinking“ at the<br />Collège de France, Paris<br />
  21. Michel Foucault (1926-1984)<br />Professor for „History of the Systems of Thinking“ at the<br />Collège de France, Paris<br />„power“<br />
  22. Michel Foucault (1926-1984)<br />Professor for „History of the Systems of Thinking“ at the<br />Collège de France, Paris<br />„power“<br />„governmentality“<br />„regiment“<br />„subjectivity“<br />
  23. performative practices aiming to make dominating discourses visible<br />
  24. “Who allows to be captured by the dispositive of the ‘mobile phone’, however intensive the desire may have been which drove him to do so, does not acquire a new subjectivity, but merely a number which eventually can be used to control him… .”<br />Agamben, Giorgio (2008): Was ist ein Dispositiv? Zürich: diaphanes, p. 37. (my translation)<br />
  25. Media „Bildung“<br />Self-educational potentials of digital games (example)<br />„Bildung“, power and governance<br />Digital games and governance<br />
  26. How are relations of power and rule structured in the realm of digital games?<br />
  27. Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.<br />
  28. Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.<br />
  29. 1. rules2. outcome3. valorization of outcome4. player effort5. player attached to outcome6. negotiable consequences of the outcome<br />&quot;A game is a rule-based system with a variable and quantifiable outcome, where differences between outcomes are assigned different values, the player exerts effort in order to influence the outcome, the player feels emotionally attached to the outcome, and the consequences of the activity are negotiable.&quot;<br />Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.<br />
  30. rules don´t force:<br />they govern<br />
  31. playing a game<br />requires the gamer to<br />subordinate himself<br />to the rules<br />
  32. Don‘t just play it like they want you to.<br />Resist the imperatives of a game.<br />Revaluate the outcome.<br />Go explore.<br />
  33. Prof. Dr. Benjamin Jörissen<br />Department of Education<br />Chair (per pro) of Applied Media Science<br />http://joerissen.namebenjamin@joerissen.name<br />3rd Vienna Games Conference<br />Future and Reality of Games (F.R.O.G.) 2009<br />Vienna, City Hall, 26.9.2009<br />
  34. CulturalObjects<br />DigitalObjects<br />Meaning<br />(Narrative, Rhetoric)<br />„Physics“<br />Digital Sphere<br />Sociocultural Sphere<br />„Rules“<br />Scripts etc.<br />Identities<br />HC-Interface-Sphere<br />Input/Output-Devices<br />

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