Prof. Dr. Benjamin JörissenDepartment of EducationChair (per pro) of Applied Media ScienceGames, Reflexivity,and governanceKeynote held at the3rd Vienna Games ConferenceFuture and Reality of Games (F.R.O.G.) 2009Vienna, City Hall, 26.9.2009

„self-education though media“„Medienbildung“

Digital Gamesself-educationpower

Digital Gamesself-educationpower

Jörissen

Media „Bildung“Self-educational potentials of digital games (example)„Bildung“, power and governanceDigital games and governance

Media „Bildung“Self-educational potentials of digital games (examples)„Bildung“, power and governanceDigital games and governance

„Bildung“ as a complex learningprocessversus „well-educatedness“Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.

„Bildung“ as a process ofstructural transformation of the individual‘s world viewMarotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.

„(reflexive) orientationalknowledge“versus„know what, know how“Marotzki, Winfried (1990): Entwurf einer strukturalen Bildungstheorie. Weinheim: Deutscher Studien-Verl.

orientationcoping with contingenciesflexibilityreorientation,reframing of world viewstentativityexploration, creativity , trying thingsopenness towards theunknownalterity

participationdemandsarticulationrequiresrecognitionthrough processes ofsocialinteraction

participationdemandsarticulationrequiresrecognitionthrough processes ofsocialinteraction

Immanuel Kant – Logic(1800)Kant, Immanuel (1977): Logik. Ein Handbuch zu Vorlesungen. In: ders.: Schriften zur Metaphysik und Logik 2. Werkausgabe Bd. VI. Frankfurt/M.: Suhrkamp.

Orientational Dimensions

structural analysis with regard to potentials of reflecting upon …

Media „Bildung“Self-educational potentials of digital games (example)„Bildung“, power and governanceDigital games and governance

“New semiotic domains provokereframing of former world views,because they call for new cognitive patternsof perception and interpretation.”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.

Media „Bildung“Self-educational potentials of digital games (example)„Bildung“, power and governanceDigital games and governance

Michel Foucault (1926-1984)Professor for „History of the Systems of Thinking“ at theCollège de France, Paris

Michel Foucault (1926-1984)Professor for „History of the Systems of Thinking“ at theCollège de France, Paris„power“

Michel Foucault (1926-1984)Professor for „History of the Systems of Thinking“ at theCollège de France, Paris„power“„governmentality“„regiment“„subjectivity“

performative practices aiming to make dominating discourses visible

“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… .”Agamben, Giorgio (2008): Was ist ein Dispositiv? Zürich: diaphanes, p. 37. (my translation)

Media „Bildung“Self-educational potentials of digital games (example)„Bildung“, power and governanceDigital games and governance

How are relations of power and rule structured in the realm of digital games?

Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.

Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.

1. rules2. outcome3. valorization of outcome4. player effort5. player attached to outcome6. negotiable consequences of the outcome"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."Juul, Jesper (2005): Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge: MIT Press.

rules don´t force:they govern

playing a gamerequires the gamer tosubordinate himselfto the rules

Don‘t just play it like they want you to.Resist the imperatives of a game.Revaluate the outcome.Go explore.

Prof. Dr. Benjamin JörissenDepartment of EducationChair (per pro) of Applied Media Sciencehttp://joerissen.namebenjamin@joerissen.name3rd Vienna Games ConferenceFuture and Reality of Games (F.R.O.G.) 2009Vienna, City Hall, 26.9.2009

CulturalObjectsDigitalObjectsMeaning(Narrative, Rhetoric)„Physics“Digital SphereSociocultural Sphere„Rules“Scripts etc.IdentitiesHC-Interface-SphereInput/Output-Devices