元宇宙中的“孤儿们”?——电子游戏何以作为次世代儿童哲学的教育平台

The“Lost Kids”in Metaverse:how Video Games Could Serve as the Platform for the Next-Generation P4C

关于游戏和学习之间的关系,向来存在着两个针锋相对的立场。大众舆论对游戏的负面效应口诛笔伐,但新兴的游戏化学习潮流又将游戏奉为学习的真正未来。本文不拟对二者进行仓促的论断,而是首先试图回归哲学史上对于游戏的精神性界定,再由此反思、衡量游戏化学习的利弊得失。游戏化虽然全方位提升了学习的环境和体验,但“重外而轻内”这个根本症结使得它无法真正实现李普曼所追寻的儿童哲学的终极理念,也即引导孩子们对自身的生存意义进行主动积极的探寻。元宇宙的到来似乎实现了这一变革的契机。一方面,它极大地克服了游戏化平台的种种缺陷,进而将哲学化生存和游戏化学习密切地结合在一起,真正敞开了以一种哲学为核心来重构教育的可能途径。但另一方面,元宇宙又并非完美无缺;正相反,升级的监控、人的全面数据化,乃至“媒介被动性”的不平等状态,这些都是摆在未来儿童哲学教育者面前的问题和挑战。

There have always been two conflicting standings regarding the relationship between game and learning.Public opinion has criticized the negative effects of games,but the emerging trend of gamified learning sees games as the real future of learning.This paper will not make a hasty judgment on the two.Instead,it will first try to return to the spiritual definition of games in the history of philosophy,and then reflect on and weigh the pros and cons of gamified learning.Although gamification improves the learning environment and experience in an all-round way,the fundamental problem of“emphasizing the form rather than the essence”makes it unable to truly realize the ultimate concept of children’s education pursued by Lippmann,that is,to guide children to actively explore the meaning of their own existence.The arrival of the metaverse seems to be an opportunity for change.On the one hand,it greatly overcomes the defects of gamified platforms,and then closely combines philosophical survival and gamified learning,truly opening up a possible way to reconstruct education with philosophy as the core.But on the other hand,the metaverse is not perfect.On the contrary,the upgraded monitoring,the comprehensive data of human beings,and even the unequal state of“media passives”are all the problems and challenges facing the educators of P4C in the future.