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[ by Charles Cameron — some recent game references with seriously playful intent ]
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Jihadists and RAND agree. As Omar Hammami puts it:

I believe that these kuffar, despite being from amongst the most misguided of creation, have actually put their finger on something that is extremely beneficial for us to ponder. This important idea that I am referring to here is found in the beginning of the long quote I just read to you all … The authors of this RAND research stated that the ideology of al-Qaida is in reality its center of gravity…

On the US side of things, DangerRoom tells us a report recently requested by the Chairman of the Joint Chiefs considers the battle of minds to be pretty important, too:

Ten years of war have given the U.S. military more than its share of frustrations. According to an internal Pentagon study, two of them were as fundamental as they were related: Troops had terrible intelligence about Iraq and Afghanistan, and they told their own stories just as badly.

Those are some preliminary conclusions from an ongoing Pentagon study into the lessons of a decade of combat, authorized by Gen. Martin Dempsey, the multi-tour Iraq veteran and chairman of the Joint Chiefs of Staff. The study doesn’t single out any sensor or spy platform for criticism. Instead, it finds that U.S. troops didn’t understand the basic realities of society, culture and power structures in Iraq and Afghanistan, and couldn’t explain what they were doing to skeptical populations.

“We were slow to recognize the importance of information and the battle for the narrative in
achieving objectives at all levels,” according to a May 23 draft of the study, which InsideDefense
obtained, “[and] we were often ineffective in applying and aligning the narrative to goals and
desired end states.”

Okay?

Ideology, thought, aqueedah, narrative, mind, mind, mind. That’s — what can I say — a hugely influential consideration regarding whether the war is won or lost…

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So when GEN Robert Crone visited Small Wars Journal ahead of the Unified Quest Army Future Game, I posted a comment quoting Hammami as saying “the war of narratives has become even more important than the war of navies, napalms, and knives” and posed my question:

how will words and narratives – not so much in terms of propaganda and deception but as recruitment lit, as moral suasion, as scripture, and as poetry and song — figure into your game?

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How did that go, guys?

I know public relations figured into the game, one of the reports I’ve seen tells me that:

Though the wargame addressed issues ranging from cyberwar to terrorism, from interagency coordination to public relations, central to the scenario was the challenge of deploying US forces to countries where they have not operated before.

But that’s about it — the rest seem to be all about things like seabasing — “putting an entire Army Stryker brigade afloat on ships and then landing them at minor harbors” — and AirSea Battle — “the Air Force and Navy concept for projecting US power overseas in the face of increasingly sophisticated defenses”…

Materiel, not morale…

And besides, this goes far deeper than PR, doesn’t it?

The respective “force multiplying” impacts of martyrdoms and rumors of martyrdoms, of sacrileges and rumors of sacrileges, of bombed out weddings, poetry, ahadith — such things are difficult to assess, aren’t they? And as Klaus Klostermeier observed, “Theology at 120 degrees Fahrenheit in the shade seems after all, different from theology at 70 degrees Fahrenheit…” — even the weather can make the difference between a few stragglers and an enraged crowd…

So. Take a look at those guys around the table (above).

In game terms: have the game designers figured out an impact ratio for bullets to beliefs yet?

[ by Charles Cameron — some recent game references with seriously playful intent ]
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Marc Lynch had an amusing post about Egypt the other day, in which he talked about Calvinball:

For those who don’t remember Bill Watterson’s game theory masterpiece, Calvinball is a game defined by the absence of rules — or, rather, that the rules are made up as they go along. Calvinball sometimes resembles recognizable games such as football, but is quickly revealed to be something else entirely. The rules change in mid-play, as do the goals (“When I learned you were a spy, I switched goals. This is your goal and mine’s hidden.”), the identities of the players (“I’m actually a badminton player disguised as a double-agent football player!”) and the nature of the competition (“I want you to cross my goal. The points will go to your team, which is really my team!”). The only permanent rule is that the game is never played the same way twice. Is there any better analogy for Egypt’s current state of play?

Let me do a DoubleQuote on that. The philosopher Alasdair MacIntyre wrote a while back:

Not one game is being played, but several, and, if the game metaphor may be stretched further, the problem about real life is that moving one’s knight to QB3 may always be replied to by a lob over the net

GMTA?

In any case, Calvin had it first:

Michael Few is a retired military officer and former editor of the Small Wars Journal: we are honored to offer our readers this guest post by a good friend of this blog.
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This fall, I’m hoping to begin teaching high school social studies as well as an elective on Global Issues or Wicked Problems (WPs). WPs are those messy, seemingly intractable problems that seem to evade solutions from conventional planning and decision making methods — terrorism, poverty, water rights, etc… These types of courses are already being taught in the school system where I live, and my hope is that I will be able to become a force multiplier given my experience and background.

Eventually, if this elective course takes off, then I would like the final project to be a collection of TEDx talks, where the students describe a problem, discuss past failed efforts to tame the problem, and offer coping strategies or new solutions.

As I am doing my initial reconnaissance of the student demographics, the first striking data point is their age. The incoming freshman class would have been born in 1998, and the senior class born in 1995. A second surprise that I received is the socio-ethnic backgrounds. Along with the expected mix of white, black and Hispanic children, my school district has a significant first generation Indian population, whose parents teach or work in the Research Triangle Park or surrounding universities. Moreover, there is a minority of Burmese refugees who have found a safe home after fleeing a repressive regime.

How do they see and understand the world?

The attacks of 9/11 were but a faint memory; the Cold War is ancient history. Their childhoods were formed with the Iraq and Afghanistan wars in the background, and their pop-culture heroes are Navy Seal Team Six and Call to Duty video games. Drone strikes and the intervention in Libya are normal for them.

It is the way things are. We fight terrorists in other countries in order to protect our way of life. But what is a terrorist or an insurgent? Is it simply someone that disagrees with you?

These students have much bigger problems to solve than simply pacifying villages in the remote areas of modernity. By 2040, when these students are in the prime of their lives, the world population is expected to be nearing nine billion with increased competition for basic resources as the world passes through peak oil and peak fresh water.

If the United States is to remain strong, then these children are our hope. They will be tasked with leading the nation, finding new solutions to coming crisis, and developing innovation in technology, science, governance, and medicine.

As I am developing my teaching philosophy, I am using the same process that served me well as a commander in the military. My purpose is to help develop, mentor, and coach: 1. leaders of character, 2.involved citizens in the nation who understand that rights must be complimented by responsibilities, and 3. the individual self-confidence to pursue a good life respecting themselves and others.

Initially, I want to challenge them to rethink what they’ve been taught or think they know. I want my students to think for themselves and determine what right should look like.

First, I began studying Reinhold Niebuhr. Now, I’m spending some time reading Saint Augustine’s “City of God” and rethinking Just War Theory. If we zoom up from just drone strikes and look at our continued military action across the globe, do we still have the moral high ground? I don’t know. As Saint Augustine wrote,

Whoever gives even moderate attention to human affairs and to our common nature, will recognize that if there is no man who does not wish to be joyful, neither is there anyone who does not wish to have peace. For even they who make war desire nothing but victory — desire, that is to say, to attain to peace with glory. For what else is victory than the conquest of those who resist us? And when this is done there is peace. It is therefore with the desire for peace that wars are waged, even by those who take pleasure in exercising their warlike nature in command and battle. And hence it is obvious that peace is the end sought for by war.

When I quoted Saint Augustine in a comment here, Mark Safranski, the Zen of Zen, replied,

The high ground is in the eye of the beholder. Some people cheered 9/11, including a few American radicals. With multiple-audiences watching 24/7, some will disapprove of our merely existing and bitterly resent and deny the legitimacy of our fighting back because they prefer us defeated and dead. Other audiences are more fair-minded and these are a good barometer – if we are winning them over, securing their admiration and isolating our opponents, our moral behavior in the big picture is apt to be reasonably on track. If we are repelling them, isolating ourselves, driving others to the side of our enemies, then chances are fairly good that we are going astray.

Zen’s point is well-taken, but I disagree. Following a moral life is not based on how others feel about you. It is through living a life that subscribes to your believed philosophy, spiritual norms, and values and beliefs particularly when you have to make an unpopular decision.

John Arquilla, in his most recent “Cool War,” said it best,

’It is well that war is so terrible,’ Confederate General Robert E. Lee once said, ‘lest we should grow too fond of it.’ For him, and generations of military leaders before and since, the carnage and other costs of war have driven a sense of reluctance to start a conflict, or even to join one already in progress.

Caution about going to war has formed a central aspect of the American public character. George Washington worried about being drawn into foreign wars through what Thomas Jefferson later called ‘entangling alliances.’ John Quincy Adams admonished Americans not to ‘go abroad in search of monsters to destroy.’ Their advice has generally been followed. Even when it came to helping thwart the adventurer-conquerors who started the twentieth century’s world wars, the United States stayed out of both from the outset, entering only when dragged into them.

Today, war has become too easy and not too terrible. With our global hegemony in military strength, we can force our will at any time and any place.

But, what is the right thing to do?

What is the moral high ground?

These are some of the questions that my students will eventually have to answer.

Crania Anatomica by Josh Harker

Just received a Crania Anatomica skull as a gift for father’s day from the dutiful Mrs. Zenpundit. The skulls come in various sizes and are the creation of sculptor-entrepreneur Joshua Harker; made with 3-D  printing, the polyamide nylon skull is extremely intricate, lightweight, slightly flexible and has the look of delicately carved ivory. Very cool gift.

Harker’s project and sculprures are explained in greater detail at his Kickstarter page.

[ by Charles Cameron — games in education — written in 1996 for friends on the Magister-L mailing list — for background, see In response to Lewis Shepherd ]
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I’ve been thinking about education, “edutainment” and games, with special reference to Myst-type games, Glass Bead Games and Universities not unlike my own alma mater, Oxford…

Here are some preliminary ideas…

I: Proposal

There is no reason why the books in a MYST-like game shouldn’t be real books.

Yeah? So?

There is no reason why studying the books in a MYST-like game to gain access to the information needed to “solve puzzles” within the game structure and gain access to more advanced levels of the game should be any different from studying the same books in an OXFORD-like university to gain access to the information needed to “pass exams” within the academic structure and gain access to more advanced levels of knowledge…

There is no reason why education and game should not merge. OXFORD is a walk-thru MYST, and the puzzles are exams. Education is Game, the supreme Game of life itself.

The only thing needed to make the future of computer game playing and the future of computer education one thing is a concept of gaming which extends as far as the concept of education — and Hermann Hesse’s Glass Bead Game does this.

A future Glass Bead Game with Myst-like properties could encompass the entirety of education, because (a) unlike chess it deals in the sum of human culture and knowledge while (b) its own skills involve a chess-like mastery: its game aspect stretches as high as its knowledge base.

We already know from such things as Sesame Street that learning about “fiveness” can take place at the intersection of education and entertainment, with a kangaroo bouncing five oranges on a trampoline and gleefully calling out “five, five”. We suspect that at this level, the entertainment element adds to the student’s interest in learning.

We also suspect that at higher levels of learning, entertainment quite naturally gives way to the “more important” educational element. No need to entertain, the subject itself fascinates…

But Feynmann — the Nobel Prize man, the drummer, the CalTech fellow — entertains while he educates, educates while he entertains: it’s an aspect of the nature of his genius…

The future of education lies in a Game involving mastery in the acquiring and manipulating of knowledges, both in depth within individual disciplines, and in breadth across them. This is the future of the Glass Bead Game…

It is stored on megacomputers. It is accessible through cable lines coming into your home. It is displayed on your new hi-res TV screen. Think of a terabyte holographic storage device which could transfer info in or out a gigabyte per second… Its architecture contains “rooms” at all levels of learning from K through post doctoral, in all subject areas. Any student of whatever age can access any “room” to which he has solved the “prerequisite” puzzles. The “rooms” contain a massive library of “books” and an equally impressive video library…

Imagine a world in which the very best classes taught at Harvard, Yale, MIT, CalTech, Stanford, Oxford, Cambridge, Heidelberg, the Sorbonne are accessible on the web in video form…

Imagine a world in which students can supplement their “live” classes with access to a virtual environment of this sort…

The arts — at the level of a Mozart, a Bach, a Yeats, a Shakespeare, a Leonardo, a Michelangelo — are games. Creative play with a very high order of skill…

Imagine the Great Game…

II: Background

That’s the main thrust of where I’m going, but it may help if I add in some background, in the form of the following notes:

I am wondering about a number of “threads” that seem to come together somewhere hereabouts:

(i) a recent effort in California to put together all the information in a “geography” curriculum from kindergarten through — I think — the second year of college on videodisks, in such a way that a student of any age could move as far and as fast through it as his/her ability to give “correct” answers to the quizzes along the way permitted…

(ii) the notion that large film archives such as those maintained by the studios may in the not too distant future be accessible on-line, with real time delivery along fiber optic “phone” cable for display on the “tv” screen…

(iii) the notion that all the classes in, say, Harvard, Yale, Stanford, MIT, CalTech, Oxford, Cambridge, Heidelberg… could be videotaped, also in the not too distant future, and be made available in a similar fashion…

(iv) efforts to put large libraries online in toto: I gather from an IBM commercial (!), for instance, that the Indiana musicological library is now available to the daughters of Italian vineyard owners over the net…

Putting these all together, I see the possibility of computers storing and delivering enough in the way of first class lectures and libraries to allow students of whatever age to move as far and as fast through self-education as their interest and capacity to pass quizzes permits…

III: Invitation

The “proposal” and “background” above, taken together, represent the thinking I’ve done so far, and the direction I hope to take — they’re my personal “state of the art” on all this. I suspect there are people already working on many of the ideas that go into this mix — but that the overall vision here is a “gourmet” version, and that we’ll get pretty thin soup if we leave it to people outside the GBG environment to do all the cooking.

There’s further background on the origins of Myst-like games in the classical Art of Memory in my piece The Mysts of Antiquity.

Please feel free to contact me if you are interested in discussing these ideas in more detail.