Ethics In Academic Debate: A Gaming Perspective (original) (raw)
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As the computer game matures and grows as an art form, the question of how game designers can use ethics as a means of game motivation and thus also as a means of game mechanics becomes increasingly important. The times when designers could hide behind phrases like "It's just a game" are a thing of the past. For an art form that wants to be taken seriously, it is intellectually pathetic anyway. When I started to approach the question, I quickly found out that we still know far too little about whom the player is. Furthermore, it proved to be essential to define a clear dividing line between ethics and morality in order to raise conflict potential (each art form treats conflict as a main subject). Only then could I turn to the core question: How does ethics work in the context of a game at all-and which levers can be used for the creation of gameplay mechanics? This article started as a three-piece on my blog Der Blindband, then was printed in the German Making Games magazine, was then translated into English for the makinggames.biz website before I revisited and edited it for publication in this book. This gave me the chance to clarify some weaker points, lift around some of the emphasis and fix some typos. In very few instances I fixed some logical missteps, and one little detour into Ryans "Possible worlds-theory" was cut. I also had to erase any reference to the three-parts of the series. And I needed to sew these three parts together at the edges to make it a one-piece. My thanks go out to Bettina Wilding for the initial translation. All mistakes that remain in the text are mine.
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ipdadebate.info
Debate, like all other types of communication, places ethical burdens on an individual. As Freeley notes, "Because we use debate as a means of influencing human behavior, the mature, responsible advocate will be concerned with ethical standards for debate" (p. 31). Yet, the pressure to win often tempts debaters to compromise their ethical standards (Chandler and Hobbs, p. 389). This behavior is counterproductive because, ultimately, unethical behavior decreases our ability to influence others. Aristotle argues: Persuasion is achieved by the speaker"s personal character when the speech is so spoken as to make us think him [sic] credible. We believe good men [sic] more fully and readily than others: this is true generally whatever the question is, and absolutely true where exact certainty is impossible and opinions are divided. . . . (H)is [sic] character may almost be called the most effective means of persuasion he [sic] possesses. (p. 25) The purpose of this essay is to help clarify ethical behaviors in International Public Association Debate. This essay will proceed by discussing the ethical standards for communication developed by Olbricht and by Brockriede, proceed to explain how these standards must be viewed in a slightly different light when applied to advocacy situations, highlight the implications of these ethical standards for public debate, and, finally propose three solutions for the ethical problems cited.
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Most of our students play video games. A substantial percentage of our students is required to take a computer ethics course before graduation. Both ACM and ABET require some form of computer ethics. This paper addresses gaming ethics as a subset of the computer ethics course. Specifically it considers the case of Grand Theft Auto (GTA), one of the most successful and most criticized game franchises. Through interviews with computer science students the study looks at mainstream reaction to GTA and finds that computer science students, probably one of the more sophisticated groups of gamers, have sometimes surprising ethical views about the GTA franchise. What implications does this have for the study of computer ethics
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Abstract: This chapter introduces critical gameplay design as a technique for creating digital games that offer alternative play. Critical gameplay provides the opportunity to explore game ethics through the way games are designed to be played. Since game designers outline the rules of play, game designs outline designer's definitions of what is ethical and important. Taking the notion that design is a reflection of the designer's values, this chapter outlines methodologies for exposing the intrinsic values in play and creating gameplay models from alternative ethics and values. The chapter concludes with examples of critical gameplay games that have been demonstrated to international audience.
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Videogames have the potential to promote ethical reasoning and reflection in players, however, designing games with this goal poses unique challenges. One way developers have attempted to introduce ethical choices into their games is by creating game systems that evaluate the players' moral actions, often representing them through a linear scale such as a " karma meter. " At the same time, these ethical systems often work contrary to the design goals of the game by taking player choices that are framed as ethical and reducing them to strategic decisions. The aim of this paper is to build off the work that has already been done in game design and ethics in order to evaluate effective and ineffective approaches to creating engaging ethical systems in games. In particular, this paper will look at the use of intentional ambiguity as a method of encouraging ethical decision making while deterring purely instrumental player choices.
A structuring pathway to tackling ethical problems
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Generally, ethical disputes are complex and difficult to settle. Therefore, a clear account of how to handle ethical problems successfully and an understanding of what the crucial points are, where conflicts evolve and where misunderstandings arise, would be helpful. In this paper a structuring pathway to tackling ethical problems will be presented. It is designed to support the process of ethical opinion formation and to prepare well-informed ethical judgements. In particular, it aims at alleviating the problems that severely hamper successful ethical debates, as there are: unstructured discussion, intransparent conflict situation, fuzzy facts, disorganised interdisciplinary cooperation , and unclear use of arguments. For this purpose, the pathway provides an analytical matrix and a framework to structure the ethical debate in five consecutive steps: 1. Identification and analysis of the problem. 2. Clarification of the empirical data. 3. Re-analysis of the problem in light of the findings of step 2. 4. Analysis of the ethical valuations. 5. Final ethical judgement.