If you don’t know much about gaming, it can be easy to dismiss video games as violent wastes of time or to think of board games as something you pull out when there’s nothing else to do on Thanksgiving. My guest today, the games designer Kat Schrier, believes that there’s something much more to gaming. In her book, We the Gamers, she explores the many ways that civics and ethics educators can use games to build deeply immersive and rewarding learning experiences.Continue reading →
We often take for granted the active process of learning about ethics and morality, so today’s show focuses on the source of ethics education: the educators themselves. We hear from two superstar teachers: Chris Robichaud is a professor at Harvard’s Kennedy School with an interest in creating moral simulations for education, and Thomas Wartenberg is the creator of the Teaching Children Philosophy program and website. Both share their ideas on learning philosophy and ethics, fiction, and more.Continue reading →
If a professor told you about pushback from their students, you might assume that their students are complaining about having too much homework, or that the assigned reading is boring. The philosopher Alison Bailey says that she often encounters a different, and much more problematic, form of resistance in her classroom. She calls it “epistemic pushback” and explains that students often do it without even noticing. On today’s episode, we discuss the phenomenon of “privilege protective epistemic pushback.” It’s a form of resistance in which students who are members of dominant groups derail classroom conversations that make them uncomfortable into an “epistemic home turf” where they feel more comfortable. Alison Bailey explains exactly what epistemic pushback is, and discusses the ways it slows down classroom conversations.