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MGIEP/2018/PI/H/1 Rethinking Learning Exploring Different Pedagogical Approaches to Transform Education For Humanity Features • Educating students for their future, not our past • Bringing learning back into education – a foreword by the Former Minister of Education, Mali • An interview with Nobel Laureate, Tawakkol Karman on Prevention of Violent Extremism and education • Why Games can be Effective Pedagogy
MGIEP/2018/PI/H/1
DIRECTOR’S MESSAGE
developed to meet the requirements of the
industrial revolution. In other words, we’ve
developed an assembly style of producing
ISSUE 7 . 2018 educated individuals capable of producing
efficiently for the economy. The question we
have to ask ourselves is if this system can provide
the mindsets we need for building peaceful and
sustainable societies across the world. I venture
PUBLISHED BY UNESCO MGIEP
to say no.
In fact, what we have right now is orthogonal
United Nations Educational, Scientific and Cultural to the outcomes we want – we live in a predatory
Organization | Mahatama Gandhi Institute of system that focuses on pitting individuals against
Education for Peace and Sustainable Development
each other in the name of competition and
35 Ferozshah Road, ICSSR, Building, 1st Floor rewards only success in areas that make financial
New Delhi 110001, INDIA gains, not social or ecological. The weakest are
left to perish and it is the survival of the fittest.
THE BLUE DOT features articles showcasing
We need to reinvert our education such that the
UNESCO MGIEP’s activities and areas of interest.
Rethinking Education
The magazine’s overarching theme is the relationship well-being of the individual and the collective is
between education, peace, sustainable development the primary goal.
O
and global citizenship. THE BLUE DOT’s role is to In the seventh issue of the Blue Dot, we focus
engage with readers on these issues in a fun and ur world today is facing on Rethinking Learning. The Issue includes a
interactive manner. The magazine is designed to an increasing number of foreword by the Former Minister of Education of
address audiences across generations and walks of Mali, H.E. Adama Samassékou on how education
“wicked” problems– rising
life, thereby taking the discourse on education for systems need to be re-looked at to incorporate
inequality, violent extremism,
peace, sustainable development and global citizenship personalised learning and technology as an
beyond academia, civil society organisations and “Look again at that dot. global warming and others
enabler and our Cover Story, which focuses on
governments, to the actual stakeholders.
to name a few. The challenge we have before
That’s here. That’s home. That’s us. us is that trying to solve our problems with the the importance of socio-emotional learning.
THE BLUE DOT is published biannually. mindset that created the problems will just not Additionally, we feature opinions by specialists
On it, everyone you love, from academia, research, policymaking and
work . We need innovative and out of the box
Subscription everyone you know, everyone you ever heard of, the industry on the need to relook at education
thinking– and this can only come from our
The Blue Dot is available free of charge. systems for the future. Amongst various experts,
every human being who ever was, education systems. However, here is where
To receive all future issues of the THE BLUE DOT, we hear from Andreas Schleicher, Director of
subscribe to MGIEP@unesco.org lived out their lives. we have a problem. The education systems
we have now have not changed much over the Education and Skills and Special Advisor on
The aggregate of our joy and suffering, Education Policy to the Secretary-General at the
Managing Editor past 300 years. In order to change and foster
thousands of confident religions, Organisation for Economic Co-operation and
Akriti Mehra, UNESCO MGIEP more peaceful and sustainable societies, there
ideologies, and economic doctrines, is definitely a strong need to re-think the future Development (OECD); Anneli Rautiainen from
Publication Assistant every hunter and forager, every hero and coward, of education and re-think learning. the Finnish National Agency for Education as
Dana Cotnareanu, UNESCO MGIEP well as Pratik Mehta, Head of Education & Skills,
every creator and destroyer of civilization, In 2015, 193 countries came together and
agreed on 17 global goals. The uniqueness about Microsoft India.
Design every king and peasant, every young couple in love,
these goals was that development was no longer Further, we present short blogs from the
Firefly Communications every mother and father, hopeful child, youth about what future education systems
an agenda for developing countries; instead the
inventor and explorer, every teacher of morals, Sustainable Development Goals (SDGs) became mean to them and we hear from Nobel Laureate,
© UNESCO MGIEP
every corrupt politician, every superstar, a key goal for all countries. Amongst others, Ms Tawakkol Karman on the importance of
every supreme leader, every saint inclusive, quality and accessible education for education for peace.
Disclaimer: The views and opinions expressed in this
and sinner in the history of our species lived there- ENSURE INCLUSIVE all became a key goal for all countries. There I hope you enjoy reading this issue of
magazine do not necessarily reflect the official policy
AND QUALITY was also a recognition by the community that The Blue Dot.
or position of UNESCO MGIEP. on a mote of dust suspended in a sunbeam.”
EDUCATION FOR education will be key to achieving all other
The image used on the cover of this issue of
ALL AND PROMOTE SDGs. Despite this recognition, there is a
The Blue Dot is purely representational and CARL SAGAN
LIFELONG LEARNING serious dichotomy. ANANTHA KUMAR DURAIAPPAH
conceptual in nature. PALE BLUE DOT: A VISION OF THE HUMAN FUTURE IN SPACE
The education system we have now was Director, UNESCO MGIEP
ISSUE 7 . 2018 1
MGIEP/2018/PI/H/1
FOREWORD
Bringing
learning
back into
education
“There is immense
potential for
technology to
be used to make
learning fun and
accessible through
games, interactive
textbooks,
e-publications and
H
digital books
umanity today faces all factories to contribute towards the growth
sorts of challenges – an of wealth measured in monetary terms.
increasing gap between This means we measure the outcome of
the rich and poor, global education not by ‘happiness’ or ‘well- by various stakeholders including
warming, rising violent being’, or ‘know-how’, instead by the educators, policymakers, curriculum
extremism, growing nationalism and amount of wealth that has been generated. need to develop everywhere a mother- designers, learners themselves as well
intensifying lack of understanding for This is in turn measured as the human tongue-based multilingual education. as technology experts.
diversity and culture. The divide between capital of a country. Technology can play an imperative Many say that this is a rich country’s
countries all over the world has never been In order for future generations to be role as a facilitator of this change and agenda. I would say otherwise. In fact, the
greater. living in more peaceful and sustainable transform the traditional method of equity gap between the haves and have-
The task of tackling these challenges societies, the focus of education must classroom training . Today, knowledge is nots will increase even further if we do
appears rather daunting. However, we go beyond facilitating development of accessible at the click of a button. There not embrace this technological revolution.
must together find a solution that can help human capital and instead focus on is immense potential for technology to be The cost of technology is dropping
these issues from mounting into a larger human flourishing. This will require an used to make learning fun and accessible exponentially. The penetration rate of
global crisis. overall development of young people who through games, interactive textbooks, mobile technology in Africa is a case in
H.E. MR. ADAMA SAMASSÉKOU
The future lies in the hands of are intellectually stimulated and are also e-publications and digital books. Through point. And what’s amazing is at which the
Former Minister of Education and Former
the young, who offer a tremendous ‘good’ human beings; individuals who are assessments, analytics and artificial speed the young absorb this new technology.
Spokesperson for the Government of Mali
opportunity for solving the issues that face empathetic and compassionate, in a true intelligence, learning can be customised The Transforming Education
us. It is critical however that the young be spirit of solidarity. to suit the learner’s pace and style and Conference for Humanity (TECH),
provided with the right platform and be Further, the focus needs to be optimise learning pathways for a student. organised by the UNESCO MGIEP and the
equipped with the right skills in order to brought back on ‘the learner’, wherein The interactive content, immersive State Government of Andhra Pradesh, India
collectively work towards achieving this the learner’s individual strengths are experiences and collaborative tools the held in December, 2017 provided one such
“ “
and therefore bridging the increasing recognised and pedagogies are designed to young are consuming are also being used platform, in which experts, policymakers
divide. In this, education will play a key cater to individual learner needs. We need by them to build content. The possibilities and the youth congregated to discuss the
role. to shift the focus from creating factories are limitless and technology will empower future of learning. More such platforms
the focus of Over the years, a large difference of workers to empowering human beings, The possibilities are the learner in ways such that no child is need to be developed and lead to concrete
education must go beyond has developed in what education who work towards human flourishing. limitless and technology left behind. actions that result in creating education
facilitating development of traditionally set out to achieve and what Learning should be personalised and will empower the learner in These changes are not simple to systems that are more ‘learner centric’.
it now provides. The goal of our present self-paced instead of merely focus on implement and involve re-looking at It is indeed the right time for us to
human capital and instead ways such that no child is
education systems has been driven by the drilling in the same type of information or existing education systems in entirety. work towards bringing back ‘learning’ to
focus on human flourishing need identified at the start of the industrial ‘knowledge’ to everyone at an exogenously
left behind. Since systemic change is required, a education. I hope UNESCO will take the
revolution- the need for skilled workers in defined pace. Moreover, there is a crucial collaborative effort needs to be undertaken lead on this in the near future.
2 ISSUE 7 . 2018 ISSUE 7 . 2018 3
MGIEP/2018/PI/H/1
CONTENTS
31
ISSUE 7 . 2018
42
• Higher Education as a Lever of Development
20 in India
Bhaswati Mukherjee discusses the critical
42 COVER STORY
need for policymakers to focus on higher • Rethinking Learning
education in the country. Yoko Mochizuki and Nandini Chatterjee discuss
OPINIONS a renewed focus on learning, the emergence of
• Reimagining Globalisation and Education
EXPERT PERSPECTIVES:
RETHINKING LEARNING
24 Fazal Rizvi describes the requirement to
rethink the ideas of global learning and global
social and emotional learning as a focus area
and UNESCO MGIEP’s approach to rethinking
learning.
citizenship education.
• Educating students for their future,
7 not our past • The Future of Education Interview
Andreas Schleicher on the need to provide
people with a reliable compass to find their
28 Anneli Rautiainen discusses the requirement
to transform the education system in Finland.
50 Tawakkol Karman (Nobel Laureate, 2011) talks
about how education is important for preventing
Director’s Message way through an increasingly complex world.
1 Rethinking Education • Building a Technology-Driven Environment
violent extremism.
By Anantha Kumar Duraiappah, • Educational TV of violence: Efficiently 31 for Collaborative Learning at Schools
Director, UNESCO MGIEP 11 training the youth in aggressive behaviours Pratik Mehta on the role of technology for Youth Voices
Helen Abadzi discusses how certain informal
methodologies of education promote violent
learning in education systems. 52 Young people speak their mind as they respond
to the question “What does the future of
Foreword
2 Bringing learning back into education
behaviours amongst the young.
36 FEATURE education mean to you.”
By H.E. Mr. Adama Samassékou, • Why Games can be Effective Pedagogy
Former Minister of Education and Former 16 Chris Crowell explains how games can Crossword
Spokesperson for the Government of Mali facilitate learning. 57 Follow the clues to find answers to the
crossword on ‘Rethinking Learning.’
11 The Learning Labs
Aditi Pathak describes the importance of
58 Activity Bulletin
What we’ve been up to at unesco mgiep.
intercultural dialogue and the role of technology.
TECH
39 2017
Highlights of the
Transforming
3 61
Education
Conference for
Humanity held
from December 16 -18, 2017 in Visakhapatnam.
4 ISSUE 7 . 2018 ISSUE 7 . 2018 5
MGIEP/2018/PI/H/1
expert perspectives
Rethinking Learning
Read about what academics, policymakers,
researchers and practitioners have to say on
‘Rethinking Learning’. From focusing on teaching
skills such as empathy, compassion, mindfulness,
collaboration to employing artificial intelligence
and gaming in future learning systems, enjoy
reading diverse and contradictory views on what
future education systems should look like and how
learning needs to be re-thought.
Andreas Schleicher is Director for
Education and Skills, and Special
Advisor on Education Policy to the
Educating students for
Secretary-General at the Organisation
for Economic Co-operation and their future, not our past
Development (OECD). As a key member
of the OECD’s Senior Management team,
he supports the Secretary-General’s
strategy to produce analysis and policy
Andreas Schleicher
advice that advances economic growth
and social progress. In addition to policy
H
and country reviews, he oversees the
Programme for International Student ow should countries equip a sense of dislocation, political forces
Assessment (PISA), the OECD Survey people to understand, emerge that are offering closed borders,
of Adult Skills (PIAAC), the OECD engage with and shape the protection of traditional jobs and a
Skills Strategy, the OECD Teaching and
a changing world? This is promise to put the interests of today’s
Learning International Survey (TALIS),
the age of accelerations, generation over those of the future.
and the development and analysis of
benchmarks on the performance of a speeding-up of human experience In these times, we can no longer teach
education systems (INES). through the compound impact of people for a lifetime. In these times,
Mr. Schleicher is the recipient disruptive forces on every aspect of education needs to provide people with a
of numerous honours and awards, our lives. It is also a time of political reliable compass and the navigation tools to
including the “Theodor Heuss” prize, contestation. The priority of the wider find their own way through an increasingly
awarded in the name of the first international community is to reconcile complex and volatile world. As future
President of the Federal Republic of
the needs and interests of individuals, jobs will pair computer intelligence with
Germany for “exemplary democratic
communities and nations within an the human knowledge, skills, character
engagement”. He holds an honorary
Professorship at the University of equitable framework based on open qualities and values, it will be our capacity
Heidelberg. borders, free markets and a sustainable for innovation, our awareness, our ethical
future. But where disruption has brought judgement and our sense of responsibility
6 ISSUE 7 . 2018 ISSUE 7 . 2018 7
MGIEP/2018/PI/H/1
OPINION OPINION
to accept accountability for the products profession and who work with a high level
of one’s work. This suggests a sense of of professional autonomy and within a
responsibility, and moral and intellectual collaborative culture.
maturity, with which a person can reflect But such people will not work as
. . . schools increasingly upon and evaluate their actions in the exchangeable widgets in schools organised
The perception and
recognise the need assessment of what is
light of their experiences and personal as Tayloristic workplaces that rely mainly
and societal goals; what they have been on administrative forms of accountability
for fostering ethics, right or wrong, good taught and told; and what is right or and bureaucratic command and control
character and citizenship and bad in a specific wrong. The perception and assessment systems to direct their work. To attract
and aim to develop . . . situation is about ethics. of what is right or wrong, good and bad the people they need, modern school
empathy, compassion, It implies asking questions in a specific situation is about ethics. It systems need to transform the form of
implies asking questions related to norms, work organisation in their schools to a
mindfulness, purpose- related to norms, values,
values, meanings, and limits. Central to professional form of work organisation
fulness, responsibility, meanings, and limits. this competency is the concept of self- in which professional norms of control
collaboration and regulation, in the spheres of personal, replace bureaucratic and administrative
self-regulation. interpersonal and social responsibility, forms of control. The past was about
drawing on constructs of self-control, received wisdom, the future is about
self-efficacy, responsibility, problem- user-generated wisdom.
solving and adaptability. The past was also divided – with
The challenge is that developing teachers and content divided by subjects
these qualities requires a very different and students separated by expectations of
approach to learning and teaching and their future career prospects. And the past
that will equip us to harness machines to to shape the future will partly hinge a different calibre of teachers. Where could be isolated – with schools designed
shape the world for the better. This is the on their capacity to create new value. The past was about received
teaching is about imparting prefabricated to keep students inside, and the rest of
main conclusion OECD countries working In a structurally imbalanced world, wisdom, the future is about knowledge, countries can afford low the world out, with a lack of engagement
on a new framework for curriculum design, the imperative of reconciling diverse user-generated wisdom. The teacher quality. And when teacher quality with families and a reluctance to partner
referred to as ‘Education 2030’, have drawn. perspectives and interests, in local settings future needs to be integrated is low, governments tend to tell their with other schools. The future needs to
Not surprisingly then, schools increasingly with sometimes global implications, will be integrated – with an emphasis on the
– with an emphasis on the teachers exactly what to do and exactly
recognise the need for fostering ethics, require young people to become adept in how they want it done, using an industrial integration of subjects and the integration
character and citizenship and aim to develop handling tensions, dilemmas and trade-
integration of subjects and
organisation of work to get the results of students. It also needs to be connected
a range of social and emotional skills, such offs. Striking the balance, in specific the integration of students. they want. Today the challenge is to – so that learning is closely related to
as empathy, compassion, mindfulness, circumstances, between competing make teaching a profession of advanced real-world contexts and contemporary
purposefulness, responsibility, collaboration demands - of equity and freedom, knowledge workers who own their issues and open to the rich resources
and self-regulation. autonomy and community, innovation and in the community. Powerful learning
In their Education 2030 framework continuity and efficiency and democratic environments are constantly creating
for curriculum design, OECD countries process - will rarely lead to an either/or synergies and finding new ways to enhance
have put creating new value, dealing with choice or even a single solution. Individuals professional, social and cultural capital
tensions and dilemmas and developing will need to think in a more integrated way with others. They do that with families
responsibility at the center. Creating new that avoids premature conclusions and and communities, with higher education,
value, as a transformative competency, attends to interconnections. The constructs with businesses, and especially with other
connotes processes of creating, making, that underpin the competence include schools and learning environments. This
bringing into being and formulating; empathy, adaptability and trust. is about creating innovative partnerships.
and outcomes that are innovative, fresh The third transformative competency Isolation in a world of complex learning
Dealing with novelty, and original, contributing something is a prerequisite of the other two. systems will seriously limit potential.
change, diversity and of intrinsic positive worth. It suggests Dealing with novelty, change, diversity Instruction in the past was subject-
ambiguity assumes that entrepreneurialism in the broader sense and ambiguity assumes that individuals based, instruction in the future needs to be
individuals can ‘think for of being ready to venture, to try, without can ‘think for themselves’ with a robust more project based, building experiences
anxiety about failure. The constructs that moral compass. Equally, creativity and that help students think across the
themselves’ with a robust
underpin the competence are imagination, problem-solving require the capacity to boundaries of subject-matter disciplines.
moral compass. inquisitiveness, persistence, collaboration consider the future consequences of one’s The past was hierarchical, the future is
and self-discipline. Young people’s agency actions, to evaluate risk and reward and collaborative, recognising both teachers
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OPINION OPINION
to liberate learning from past conventions
and connect learners in new and powerful Educational TV
of violence
ways, with sources of knowledge, with
innovative applications and with one
another.
In the past, the policy focus was on
the provision of education, now it needs
to be on outcomes, shifting from looking
upwards in the bureaucracy towards
looking outwards to the next teacher, the
next school and the next education system.
In the past, administrations emphasised
school management, now the focus
needs to be on instructional leadership,
with leaders supporting, evaluating and
developing teacher quality and the design
of innovative learning environments. The
past was about quality control, the future is
and students as resources and co-creators. about quality assurance.
Now schools need to In the past, different students were The challenge is that such system
use the potential of taught in similar ways. Now school transformation cannot be mandated
systems need to embrace diversity with by government, which leads to surface
technologies to liberate
differentiated approaches to learning. The compliance, nor can it be built solely from
learning from past goals of the past were standardisation and the ground. Governments can’t do the
conventions and connect compliance, with students educated in innovations in the classroom, but they
learners in new and age cohorts, following the same standard can help in building and communicating E f f i c ient l y trainin g the y o uth
powerful ways . . . curriculum, all assessed at the same time. the case for change and articulating a
in a g g re s s i v e b eha v i o ur s
The future is about building instruction guiding vision for 21st century learning.
from student passions and capacities, Government has a key role as platform
helping students to personalise their Helen Abadzi is a Greek psychologist
or broker, as stimulator, incentiviser
and polyglot of 19 languages. She retired Helen Abadzi
learning and assessment in ways that foster and enabler, and it can focus resources,
after 27 years as a senior education
“
engagement and talents, and its about set a facilitative policy climate and use specialist at the World Bank and is
O
encouraging students to be ingenious. accountability and reporting modifications currently a researcher at the University
School systems need to better recognise to encourage new practice. of Texas at Arlington. To improve the n a recent flight, I sat next
Boys always engaged
that individuals learn differently, and But education needs to better identify outcomes of education investments, she to a 3-year old Korean boy,
differently at different stages of their key agents of change and champion them regularly monitors research in cognitive who was watching a cartoon in mischief; but organised
lives. They need to foster new forms of and to find more effective approaches for psychology and neuroscience. The video on a tablet. Two bullying and attacks have
implications are often counterintuitive,
educational provision that take learning scaling and disseminating innovations. characters were hitting each multiplied in recent years
suggesting that education can greatly
to the learner in ways that allow people to That is also about finding better ways other. Every time one struck the other, the
improve by using the often little-known
learn in the ways that are most conducive to recognise, reward and give exposure boy cried out with pleasure and slapped the
neurocognitive research. Dr. Abadzi
to their progress. We need to take to to success, to do whatever is possible to writes articles, books, and blogs that seat with his hand. Clearly he was learning stepped aside and started kicking each
heart that learning is not a place but an make it easier for innovators to take risks integrate the research findings and offer something that engaged the emotional areas other with the skill of a Kung Fu master,
activity. As well as countering educational and encourage the emergence of new solutions. She also lectures in various of his brain. What was he learning, and how while the teacher was trying to impose
disadvantage, this will capitalise on the ideas. The past was about public versus universities and is a frequent speaker will he use it later? some discipline with a voice hoarse from
strengths of the most talented students. private, the future is about public with in international conferences. Topics It was in a primary school a few months constant shouting. These were just two
In the past, schools were technological include learning methods, reading later where the learning outcome came. events in the course of 5 minutes. Just up
private.
in multiple languages, numeracy,
islands, with technology often limited to These challenges look daunting, but It was at a boys’ middle-class school in the stairs, a group of third graders were
adult literacy and skills development,
supporting existing practices, and students many education systems are now well on the Middle East. First graders lined up pulling the hair of a short first grader who
creativity, accountability, and others. Her
outpacing schools in their adoption and their way to find innovative responses publications are at http://uta.academia. to go to lunch. Suddenly one boy pushed ran into the library crying. The boys waited
consumption of technology. Now schools to ensuring that the next generation is edu/HelenAbadzi another onto a line of students who all fell outside for him, until a cousin came by and
need to use the potential of technologies learning for their future, not our past. down. They started screaming. Two boys rescued him.
10 ISSUE 7 . 2018 ISSUE 7 . 2018 11
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OPINION OPINION
Was the school climate like this ten evolved to facilitate learning of movements. with a gun aimed at the viewer. The various
years ago? The older teachers emphatically The imitation is not exact but adapts to media have thus brought this content
Watch-and-imitate said no. Boys always engaged in mischief; circumstances. This constitutes informal perhaps to almost every child on the planet.
sequences form the but organised bullying and attacks have education; unlike formal education, it takes So, millions of boys such as the three-
rudiments of education... multiplied in recent years. Teachers would place at all hours. We watch and perform the year old Korean receive individualised and
Aggressive acts seem easy stop one fight, and another one would start. movements of the majority and of the role efficient training on how to hit others, pick
Windows rattled, desks overturned. Some we expect to have in the future. up guns, shout, threaten, take hostages,
to imitate.
would jump on tables, scream, and ignore Aggressive acts seem easy to imitate. punish those who disobey. They watch
the teacher. When alone, individual boys This was demonstrated in the United characters who competently and instantly
1
would behave peacefully, but in a group, States in the 1960s . Children watched a pull out weapons, often defending women
they paralysed the class. Those who wanted TV character hit a big doll, and later they who helplessly cry to be rescued. Children
to study were deprived of opportunity. were put in a room with that same doll. may watch 2-3 murders per minute, with
Evolutionary psychology research They were more likely to hit the doll than fake blood flowing. And these training
shows that through play children practice children who had not watched the video. programmes run multiple times per day.
the skills they will use later in life and also Many studies since then have had similar A better training strategy to raise aggression
establish hierarchies of ability. Children are results (see references on page 15). A 2017 would have been impossible to build.
experts at imitating sequences, such as the study demonstrated that children who Compared with males who have not
steps of a dance, and compiling them into were shown guns being used in movies played violent video games, males who do
fluent sequences. The acts are not random. found guns in a toy room and used them. play them are 67 per cent more likely to
Millions of years ago some animals survived Those who had not been shown guns in Violence was engage in non-violent deviant behavior,
because they could learn from their peers. movies, used them at a much lower rate2.
The emotional connections facilitate
produced since the and 63 per cent more likely to commit
Watch-and-imitate sequences form the
rudiments of education and are common consolidation. Once a child learns to hit a movie industry a violent crime or a crime related to
3
violence . And like a canary in the mines,
among mammals, including ants. The doll or joyfully imitate aggressive cartoons, started the effects of aggression training appear in
animals that learned most efficiently it is unclear what forces will mitigate it.
the first grade.
left more descendants, and they passed The predilection for copying aggressive
Girls are affected in perverse ways.
acts may be due to evolutionary forces on groups and expropriate their wealth. Attack
learning abilities to their next generation. They may also become violent and kill girls
male roles. Humans have survived the harsh behaviours have been a key skill, and may be
Specialised neurons in the brain, they dislike, as some news stories show.
Paleolithic circumstances through labour why boys practice it with each other. They
sometimes called mirror neurons, have But evolution has prepared women to look
division. Women bore and raised children, also tend to find pleasure in explosions,
racing police cars, blood, and weaponry. for strong defenders and providers. Thus
while men coalesced in groups to defend
The evolutionary adaptation to learn many are attracted to violent men, even
the community territory or to attack other
such skills creates interest, which the under risk of abuse. Men to some extent act
movie and video industry have exploited. violently because of female approval. And
mating with aggressive males helps pass
Evolutionary Violence was produced since the movie
industry started, but it was limited by aggression-related traits to pass to the next
psychology technology and actions feasible by male generation. This tendency has gone on for
thousands of years, but the many cases of
research shows adults. In the mid-20th century, violent
movies featured cowboys and Indians, girls who followed ISIS fighters to Syria
that through The feats of aggression and Kung Fu, or cartoons such as Roadrunner. bring this phenomenon into a sharp focus.
So what do researchers say today?
play children risk are now superhuman But now technology has created digital
Admittedly it is hard to attribute aggressive
characters and scenes that are only limited
practice the and not merely available acts to movies watched long-ago, but links
by the producers’ imagination. The feats of
for watching. They can be
skills they will practiced in videogames.
aggression and risk are now superhuman are clearly there. Violent content raises the
probability of violent verbal encounters. It is
and not merely available for watching. They
use later in life Children now practice car can be practiced in videogames. Children not a coincidence perhaps that humans have
thefts, shooting aliens or now practice car thefts, shoot aliens or been affected at the population level. There
ancient warriors or defend medieval is an explosion of violence in the world. Men
ancient warriors or defend
castles. Violent content gets viewership and may not necessarily kill others, but they tend
medieval castles. sells ads. It is almost impossible to turn on to become more verbally aggressive. They
the television without finding a channel engage in bullying in schools, trolling on the
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OPINION OPINION
and violence may rise further. Bands of Sample of studies attesting to the JAMA pediatrics, 171(11), 1040-1041, doi:10.1001/ Markey, P. M., & Markey, C. N. (2010). Vulnerability
effects of media violence jamapediatrics.2017.2383 to violent video games: A review and integration of
aggressive men may drive women into personality research. Review of General Psychology, 14
AAlia-Klein, N., Wang, G. J., Preston-Campbell, R. N., Cikara, M., Jenkins, A. C., Dufour, N., & Saxe, R.
retreat from the free movement and (2), 82-91, doi: 10.1037/a0019000
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Ferguson, C. J., Garza, A., Jerabeck, J., Ramos, R.,
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use guns fluently and easily, and they teach Violence against women in video games: A doi: 10.1177/1745691616635599
their comrades the missing skills. insufficient to stop some children from prequel or sequel to rape myth acceptance?. Fischer, P., Kastenmüller, A., & Greitemeyer, T.
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A prequel or sequel to rape myth acceptance? Christakis, D. A., & Rivara, F. P. (2017). Guns and Psychological science, 27(8), 1092-1108, doi: http://www.apa.org/science/about/psa/2003/10/
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will daily aggression levels change? No orientation to peace is the right institute Violent Media—A Toxic Mix With an Available Antidote. 10.1177/0956797616650300 anderson.aspx
3016-3031. mitigating forces are visible at this time, for this task.
14 ISSUE 7 . 2018 ISSUE 7 . 2018 15
MGIEP/2018/PI/H/1
OPINION
Why Games Kids are Makers
The thing is, society is constantly
evolving. Looking through the lens of
technological progress, we’ve witnessed and Digital
can be Effective Natives
some massive changes from the norms
of the last century. In a few decades,
Pedagogy
we’ve gone from assembly line factory In addition to the need to develop these
jobs and vacuum tube powered, room- modern skillsets, educators are faced with
sized computers, to the lightning fast the second generation of students who
interactivity of the digital world that is have grown up with the modalities of the
Chris Crowell transforming every sector, including digital era. They are used to being able to
schools. Dealing with the differences drive every choice, communicate instantly,
created by the march of progress is nothing and access any information with the tap of
Chris ‘Wombat’ Crowell is a Game new. 3000 years ago, Heraclitus quipped a finger. Modern education needs to meet
Designer and Creative Director with that ‘The only thing that is constant is the expectations of these students in order
20+ years experience creating a wide change’, which serves to illustrate the to engage and challenge their curiosity and
range of critically acclaimed games.
timeless nature of societal evolution, and intellects.
He has worked with globally known
the need to constantly re-evaluate and
brands such as NASCAR, Tiger Woods,
update the engines of society, including
Sim City, The Sims, Open Season,
education.
Indiana Jones, and Kung Fu Panda.
He co-founded the online division at In response to this changing world, Games are Tools
Behavior Interactive, developing the pedagogy as a whole is undergoing a for 21st Century
fundamental evolution. While basic
kids MMO Monkey Quest in partnership
with Nickelodeon. At Tribal Nova, as comprehension and skills in language Competencies
Creative Director he helped launch literacy, mathematics, science, and art Games, Gamification of Learning, and
the Woozworld startup, a virtual world are still essential; the current digital era Game Based Learning are not intended
for tweens. At Ganz Studios (home of demands a new set of transferable skills to as replacements to any current effective
WebKinz), he directed the creation of meet the needs of a rapidly changing world. pedagogy. Rather, these approaches can be
the Tail Towns MMO and social game Globally, many educators are developing valuable additions to the teaching toolbox
for Facebook. new standards under the umbrella title that educators can leverage to engage
In recent years, Chris has shifted his
of 21st Century Competencies. Core to the modern learner. The 3rd principle of
focus towards working with educators
these competencies are the mental habits Adler’s ‘Paideia Proposal’ is ‘The primary
to create engaging and effective
of logic, tenacity, and creativity honed cause of learning is the activity of the
Game Based Learning and Gamified
by challenging gameplay. The opening
Digital Education experiences. He child’s mind, which is not created by, but
has worked with leaders in this field statement of 21st Century Competencies: only assisted by the teacher’. Game Based
such as Glass Labs, Pearson, and Foundation Document for Discussion reads
Learning puts the student in the driver’s
TVO to develop cutting edge projects in part “Researchers acknowledge that
seat, with the teacher’s role shifting from
such as Pearson’s Insight Learning the need to engage in problem solving
‘sage on the stage to guide on the side’.
System and TVO’s mPower suite of Physical and digital games are being increasingly used by and critical and creative thinking has
What follows is a review of a number of
classroom games. He is currently educators as engaging and effective learning experiences. While ‘always been at the core of learning and
core properties of games and Game Based
working at ProdigyGame.com, a innovation’1. What’s new in the 21st
massively multiplayer game played by
many resist this as ‘frivolous fun’, there are valid reasons why Learning that support this premise, and
century is the call for education systems to
games work as a pedagogical tool. that also contribute to the development of
“
millions of elementary students that emphasise and develop these competencies
mixes gameplay with grade 1-8 math 21st Century Competencies.
in explicit and intentional ways through
P
curriculum.
deliberate changes in curriculum design
Chris has served on the Board
ondering the mandate of education is a The function of and pedagogical practice. The goal of these
of Directors for the International
Game Developers Association, and
popular sport, with pundits forwarding education, therefore, is changes is to prepare students to solve Agency and
is a founder of the Positive Impact
The Ongoing
diverse views, but most agree on the
basics: the role of education is to
to teach one to think messy, complex problems – including
problems we don’t yet know about –
Responsibility
Games SIG. In 2014, he was honoured intensively and to think
to participate in the White House
Educational Game Jam.
Evolution prepare the student for participation
in society by presenting essential information, and
critically.
associated with living in a competitive,
globally connected, and technologically
The player controlled interactivity of
games is a key differentiator from other
of Education guiding expertise in foundational skills. Dr. Martin Luther King intensive world.” forms of media, and especially different
16 ISSUE 7 . 2018 ISSUE 7 . 2018 17MGIEP/2018/PI/H/1
OPINION OPINION
Critical Thinking constrain the play in terms of the game and
setting of goals, and the student is free to
boomed, to the current ‘sixty-five percent of
American households are home to someone
social lessons and Problem The growing legion of use the tools available in that space to test who plays video games regularly’. If there
progressive educators
can be Solving prove that games ARE
the boundaries of the concepts, and assess
the efficacy of multiple solutions.
WAS a correlation, then we would surely be
swimming in mass murderers who were
packaged in an An engaging game experience entails effective pedagogy, and infected by their game experiences. Per the
entertainment overcoming a series of challenges in pursuit
we can expect them to
numbers, ‘Violence In Games Does Not
envelope.
of a goal. The player is presented with some
kind of obstacle, and must use his/her
be a standard tool in the Assessment and Cause Real-Life Violence’ seems to be the
rational, if rather boring, conclusion. If
available game actions to create a solution 21st Century classroom. Differentiation anything, there is a case to be argued that the
that gets the player past the obstacle and emotional outlets and psychological role-
A digital game can be designed to constantly
further toward his/ her goal. Whether the play experimentation offered by videogame
and invisibly capture granular play metrics
One great power of from the didactic paradigm of classroom game is as simple as Tic Tac Toe or as complex
for each student. The play metrics can be
experiences have had a deflating effect on
violence.
games in the classroom lecture focused on rote memorisation as World of Warcraft, the act of playing a game
translated to reports on a teacher dashboard
and repetition. A core element of any is a constantly repeating loop of observation, There is even an argument to be made
is that students to allow differentiated instruction and
game experience is agency. Agency is the analysis, planning, execution, and feedback. for considering violent games as classroom
experience cause and assessment that is tailored to the individual
content. Consider that all media has a range
ability to take meaningful action, which While this analysis process is implicit in
student, such as when a student is having
effect firsthand, and conveys an associated responsibility for all game loops, some games, such as Body of content that includes violent content.
problems with particular concepts.
realise that actions the results of those actions. As Spider- Battle, offer a familiar explicit problem Consider the violent themes in classic
In real time, a digital game can also adjust
have repercussions. Man likes to say, “With great power solving paradigm in the form of ‘detective’ classroom literature such as The Diary of Anne
the gameplay in response to the metrics to
comes great responsibility”, which is not style gameplay where clues are given. The Frank or The Iliad. Raging Bull is presented
serve up the next set of problems at just the
only valuable advice, but good reminder player must explore and analyse the clues to in film studies as a cinematic masterpiece,
right level of challenge for each student.
that social lessons can be packaged in an find the solution. No matter whether explicit but it is also an unflinchingly violent movie.
These metrics can inform the scaffolding
entertainment envelope. The relevant or subtly implicit, engagement in a digital Grand Theft Auto is a massively popular game
provided by game help systems, to provide
point is that ANY power should have an game experience comes from the challenge series with an anti-social dystopian worldview
instant assistance aimed at the specific
associated responsibility. In a game, the of correctly using critical thinking skills where violence is a key mechanic. Yet, Toronto
difficulties the student is experiencing at
player must observe the game state and in each of those loop phases to solve the teacher Paul Darvasi was able to use this
precisely the moment of maximum relevance.
create a mental model that makes sense of problem and create a positive outcome. game experience, shared by the majority of
the game elements, the player’s own goals, his students, to lead a discussion about social
Examples of Games privilege in the real world. Treating games
available actions, and potential success at
Based Learning
But what about as a valid medium allows teachers to reach
each of those actions...and what is likely to
Mastery and
happen as a result of those actions. Every
the Violence? students in a familiar format, bringing forth
action (including taking no action) will Resilience Educators use the incredibly popular
game of exploration and creativity No conversation about the effects of video
discussions about their games in addition to
the movies and novels they also consume.
have an impact on the state of the game.
Games are elastic interactive spaces where Minecraft EDU to teach everything In regard to games in the classroom, one
The student is not only able to make his/her games can ignore the constant question of
curriculum concepts can be encountered in from mathematics (implicit in
own choices on an action by action basis but whether exposure to violent games increases must note that like any other teaching tool,
familiar scenarios. In an explicit example everything from quantities in
is responsible for the analysis and strategy violence in real life. While this question is the inclusion of a game in the curriculum is
recipes to time planning) to Spanish
of curriculum concepts used in a Game provocative, the assumption of a big problem entirely under the teacher’s control.
that eventually results in success or failure language. Games such as Prodigy
Based Learning framework, one game is unsubstantiated.
at achieving his/her goals. One great power are using gamification techniques
from mPower has students use math Like film and television, not all games are
of games in the classroom is that students to engage millions of students in
experience cause and effect firsthand, and
concepts such as protractors and geometric
angles to navigate a small boat on a river
a wizard filled game world that
has answering math questions as
‘violent’. There are untold numbers of games
of all sorts, and the discussion should be
Summary
realise that actions have repercussions.
as part of a trash collection job. Using the method for casting magic spells. centered on the particulars of each game. A Of course, there is no such thing as a silver
concepts over and over gives meaning to Classcraft has been used to gamify quick check on the best-selling games of all bullet that solves all problems, and games
the concepts, and creates a mental pattern the regular classroom work with in time shows only two ‘violent’ games, with the as part of learning is just another tool for
No matter whether explicit or subtly implicit, engagement library for use in the real world. school rewards and collaboration. puzzle game Tetris taking the top spot. educators to use. But it is a VERY strong tool,
As a virtual reality, games offer a safe Portals such as Edutopia and In reality, violent crime is in decline in and should be understood and used properly.
in a digital game experience comes from the challenge of Edtech can be gateways to many
space to experiment with the curriculum the USA. The FBI reports that violent crime The growing legion of progressive educators
correctly using critical thinking skills in each of those loop more games, and the communities
concepts, with the freedom to learn from per 100,000 in 1997 was 611. In 2016 the prove that games ARE effective pedagogy,
phases to solve the problem and create a positive outcome. failure, applying that new knowledge
of educators who use them.
rate was 386. This massive drop is over the and we can expect them to be a standard tool
towards eventual success. The teacher can same period where video game playing has in the 21st Century classroom.
Trilling & Fadel, 2009, p. 50
1
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