Rethinking Video Game Violence Essay Example for Free

Rethinking Video Game Violence Essay Technological advancements made in the twenty first century have continuously altered the lives of every individual in this planet. Digital technologies have made communication among individuals very easy with the click of a button. In addition to this, technological advancements have also affected how people entertain themselves. Children all over the world are already abandoning their traditional toys. Action figures, matchboxes, building sets and puzzles are now losing its popularity because of the invasion of video games. The technological advancements have introduced the Play Station, Xbox, Game Cube, etc. to millions and millions of children all over the world (Mayor, 2005). True enough; the development of video and online games has continuously invaded the households of citizens all over the world, targeting their most important clients, the children. For some reason, video games only cater to the young adolescents and children; only in rare cases do they tend to be successful in influencing the adults. This is due to the fact that these games were designed using the role-playing method, which only entice the younger population as they are the ones who could not distinguish which is real and which remains to be in the fantasy realm of their minds. When adults observe children playing video games, the former fails to see what the latter sees (Mackey, n. d. ). In one way or another, these video games contribute to the construction of the children’s identity and culture, thus greatly affecting the lives of the children. With the popularity of video games increasing, the traditional ways by which childhood is characterized have continuously eroded and undermined. Somehow, no one knows where and what childhood really is about (In Search of the Child, 1969). Together with these advancements in technology come social problems associated with children and the youth such as drug-trafficking, teenage crime and the involvement of children in crime. The development of these video games has continuously instilled fear upon educators and parents as they continuously affect the children’s lives. Critics of video games fear transmission of violent messages to the children as they engage in playing with these video games (Squire, 2002). It was in 1980 when these video games were developed when President Reagan called for the creation of cold war warriors, knowing that these games would instill skills and attitudes to the warriors. However, more critics become more and more afraid of the effects of these games to cultural activities. They would often think that these would become influence children negatively as these would cause the young children addiction in technological developments (Squire, 2002). In April of 2002, a U. S. District Judge named Stephen N. Limbaugh, Sr. made a claim which somehow contrasted this particular fact. According to this very famous personality, video games are not capable in conveying ideas or expressing anything else that could possibly amount to speech (Jenkins, n. d. ). Because of this, video games did not enjoy constitutional protection since then. Limbaugh also said that for as long as games do not express ideas, no game shall be protected even if laws clearly state that children and the youth should not have access to any form of media that is said to explicitly contain violence and sexual messages (Jenkins, n. d. ). According to different research and studies made regarding this topic, the kids who have are now part of the videogame generation does not respond to traditional instructions. Because of this, researchers and educators worry that video games transmit hyper competitive and distorted sexual values to the children. Government policies have been constructed in such away that violent messages could not reach the children. Government policies introduced censorship practices which aim to keep the different homes safe from violence and distorted sexual messages. There had been several devices developed that could help in filtering out violent messages from reaching the homes of the children (In Search of the Child, 1969). In addition, video games are said to turn the children’s attention away from their academics (Squire, 2002). This particular ruling met a lot of criticisms, arguing that video games do express ideas that could definitely influence the minds of the youth negatively. Video games are seen to have psychological and social effects (Jenkins, n. d. ). According to some critics, gamers produce meanings through game play and other related activities. Effects are often seen as they emerge in the game itself. Thus, meanings become visible through interpretations as it continuously reflect our conscious engagement. Through this, they would be put into words and finally, examined. New meanings would often arise from what we already know and think. Because of this, each and every player would interpret a game according to his or her own experience and knowledge (Jenkins, n. d. ). In the same manner, it is often argued that children could not distinguish fantasy from reality. Due to this, focusing on meaning would increase the knowledge and competence each player has, that would often start with the mastery of particular concepts that differentiate the fantasy from the real world (Jenkins, n. d. ). This paper would look into the effects of video games on the children and the role they play in the lives of the children. In the same manner, it would look into how violence is instilled in the minds of these children through these video games. In addition to this, this paper shall look into how these games construct meanings and identities for the young children. For this paper to accomplish these tasks, it shall be using the game RuneScape, developed by Jagex Ltd. , one of the most popular online games in the whole world. RuneScape Released and Operated by Jagex Ltd. in 2001, RuneScape, once again is one of the most popular games in the world. It is said to take place in the fantasy world of Gielinor which is divided into different kingdoms, regions and areas. Players travel throughout the world by foot, often using spells and devices and other means of transportation. As they travel to each region, players face different monsters and quests. In the same way, more and more materials are being made available to them (RuneScape, 2007). Players are portrayed in the screen as avatars that could easily be customized. The players of this game could set their own goals and objectives together with the activities they would want to pursue in order to reach their goal. Competitors engaged in the game are not encouraged to pursue a linear path. They fight with other players, monsters, complete quests and increase their experience in all the skills available. Interaction between players is also encouraged through chatting, trading, etc (RuneScape, 2007). Video Games and their Impact to Children’s Lives A very famous retired military psychologist, Grossman said that video games teach kids to kill in the same way the military trains their soldiers. This very famous retired military man turned psychologist identified the following military concepts included in video games. The following are: brutalization, classical conditioning, operant conditioning and role modeling. These concepts are said to be adopted by the training camps as they prepare their soldiers for the battlefield (Jenkins, n. d. ). These methods have similarities in the way players interact with the computer games and other players. Because of this, the over exposure of children to these kinds of violence at the age when they are still having a hard time in distinguishing fantasy from reality brutalize them. Because of the rewards associated with the different video games, the children are trained to kill in exchange for these prizes. In addition to this, Grossman claims that a child acquires the same conditioned reflex and motor skills the soldiers have every time he plays an interactive point-and-shoot video game (Jenkins, n. d. ). Lastly, soldiers tend to imitate the role models being made visible in the games. Thus, the possibility of acquiring the same skills in real life is high. For humanist researchers on the other hand, these games are very powerful tools for teaching. It could help players in problem solving as they can see their mistakes as opportunities for learning and reflection (Jenkins, n. d. ). Thus, they would be finding better solutions to their problems. The different video games encourage the players to form their own hypotheses, and in the same manner, test them. In the obstacles that they face in the game world, their abilities are pushed to the highest level, since these games are designed in such a way that players would be encouraged to meet their goals (Jenkins, n. d. ). Thus, video games increase aggression among its players which then affects crime rates all over the world. Because of this, even unrealistic video games could be dangerous for the children and young adolescents. According to an experimental study that dealt with college students that engage in video games, these students have increased aggression after exposure to fantasy violent video games. This then proves the alarming situation at hand, that young adults are even affected by the violent messages transmitted by video games even when they are already supposed to know how to differentiate between fantasy and reality (Anderson, 2003). Because of this, these video games are said to be more dangerous than violent television shows and cinemas. In the same way, newly developed video games are now designed to reward the players for killing innocent bystanders, police, prostitutes, etc. using different means and weapons (Anderson, 2003). Hence, the plots of video games are now worse than ever, becoming more and more violent. In addition to this, there are even games that make some criminals as the heroes of the particular video game. For the author of the book What Video Games Have to Teach Us about Learning and Literacy, the most powerful dimension of these games is the projective identity. Projective identity is the way role-playing allows us to experience the world from different perspectives. Identity then is chosen, accepted or constructed rather than imposed through the games that they engage in. How Video Games Define What it means to be A Child Young children, as mentioned often find it hard to distinguish fantasy from reality. Thus, most children are engaged in games that often involve role-playing. As defined, role-playing games are composed of sessions where group of gamers meet to play. Make believe rules are often formulated which may be simple or sophisticated. As adults already know the difference between reality and fantasy, they find it hard to grasp the concept associated with role playing games (Fei, n. d. ). These role-playing games have said to continuously influence the personality of the children and other young adults. These particular influences, in turn help in shaping the identities of these teens, especially those that are still in the so-called development phase (Fei, n. d. ). How Children Use Video Games to Construct their Realities and Identities As mentioned in the previous parts of this paper, children engage in role playing activities when they play with video games. Thus, this somehow helps them in constructing their realities and identities, how they perceive themselves. This perhaps is the reason why research published in 2000 supports the fact that playing violent video games increases one’s aggressive thoughts, feelings and behavior. Apparently, without the children’s proper discernment of what is right and wrong would lead them to the adoption of these concepts that are supposed to exist only in the fantasy world in real life. In the study conducted by Craig Anderson and Karen Dill, it showed that their college student respondents have been influenced by the violent games they have played or are currently playing. It is quite obvious that the aggressiveness they have acquired through playing these violent video games caused their delinquent behaviors in the past (Anderson, 2003). In the same manner, video games have been a very popular avenue in which certain children construct their gender realities. In one way or another, video games have played a very important role in enhancing the gender differences between the girls and the boys. Based on observation and research, the characters, stories and worlds created by girls are truly different from that of the boys. Obviously, boys are more violent than the girls, making violence the most popular feature of the video games for boys. On the other hand, the girls just do not find the themes of these video games appealing – hunting, battling with monsters, etc. Because of this, video games tend to be more popular among the male kids than the female ones. In addition, this then leads to the social construct embedded upon the young minds of these children. At a very young age, the differences between the roles of the males and the females are quite clear to them (Kafai, 2001).

Educational Philosophy :: Education Teaching Teachers Essays

Educational Philosophy An educational philosophy is a conceptual framework of personal and professional beliefs. Experiences both inside and outside of the classroom will alter this philosophy. An educator’s philosophy is ever changing and should be reviewed and rethought periodically. However, at this philosophies core some elements should never change. This paper will attempt to shed light on what I believe to be concrete elements of any good teacher’s philosophy. While investigating my personal thoughts and desires as to how I hope to achieve maximum learning. My personal strategy to develop self-motivated learners. Concord College prepares it’s education majors well. We have been given a proper foundation to build upon. We have been taught the proper methods and theories. While given an opportunity to develop our skills through it’s teaching internships and assignments. The Concord College Teacher Education program’s goal is to build â€Å"informed thoughtful decision makers.† This goal has been met. The importance of constantly making proactive, interactive, and retroactive decisions has registered with me. What is illuminated in my mind is the fact that teaching is both and art and a science. In this case the science is what I have coined as concrete elements of a good teachers philosophy. While the art is how I will manage to manipulate my personal teaching characteristics to the maximum benefit for students. The science or concrete elements of my philosophy is basically what all good teachers must do. This is not should do, but must do. The first is to know their subject matter extensively. They must know general teaching strategies and search for or develop new teaching strategies. Teachers must use the appropriate grade level and take in account the ability levels of a class. Teachers must be sensitive to each individual students culture, socio-economic level, gender, and ability level. For all of these items effect student learning and the classroom. Perhaps, the most important element is knowing how students learn. Teachers must have the ability to incorporate many different styles of lesson plans and keep every single student in mind when designing the plans.

Holden’s Transition Into an Adult

There is a moment in every child’s life where he or she realizes that growing up is not as desirable as they once thought. Before this moment they fantasize about not having a bedtime or driving or finally being able to drink. But then they feel the weight of the adult world with its responsibilities and restrictions of a society that doesn’t value the individual and expects its citizens to morph into mature, controllable adults. This is the time parents hate, the time when their children try to rebel or run away to escape their future as adults, but time, alas, cannot be outrun. The adult world expects many things of its inhabitants—a job, a family, taxes, sex, and much more. Unfortunately, most young adults feel as though they will be crushed under this strange new world. Holden Caulfield is no different. When we meet Holden and when we leave him at the end of the novel he is in a mental hospital because of a recent break down. J. D Salinger’s The Catcher in the Rye is Holden’s reflection on the events that led to this mental break down. He is a young adult still trying to hold on to the world of children for as long as he can. The child world is a place with very few things to worry about. It is a place of innocence and a time when anything is possible. The adult world could not be more different. As Holden is starting to see, the world of adults is cold, uncaring, and unfair. When people make the transition from children to adults they change forever—they become what society believes acceptable adults to be. Holden is reluctant to make the transition and conform to the adult world because he believes that in conforming he would lose his innocence and disappear. Holden is reluctant to leave his childhood behind because that would mean conforming to the public opinion of what adults should be. There are very few examples of adults in this novel for Holden to see what an exemplary adult is and does. One of the few adults we meet is Mr. Spencer. Even if Holden doesn’t fully respect Mr. Spencer he does like the man enough to go and see him before leaving Pency Prep. During that visit Mr. Spencer tells Holden that â€Å"life is a game that one plays according to the rules† if they want to survive in this world (Salinger 8). The problem is Holden has no desire to follow anybody’s rules just because some one tells him he has to—there is no reason for Holden to learn faulty and unnecessary rules. Holden believes that life is only a game for the people who are winning. The winners only believe in the rules because they work for them. Holden, according to Mr. Spencer, is not one of the winners because he won’t shut up and do what the adults tell him to do. The thing is, Holden doesn’t fully understand what the rules are because Holden doesn’t truly understand the world of adults. A side effect of this, as Peter Shaw points out, is that Holden is â€Å"most reliable when dealing with the world of children, and less reliable when addressing the adult world† (Shaw 124). Holden doesn’t want to understand the world of adults; he doesn’t ever intend to enter the game so why should he learn the rules? Holden scoffs at the â€Å"phonies† who have succumbed to life’s rules. He only hates these phonies because he is afraid of turning into one himself. All throughout the novel, Holden is reluctant to join the world of adults because he is afraid of changing into something he’s not. Literary critic Alsen agrees by saying that Holden is afraid that he is going to turn into a phony of he is forced to live around them in the near future (Alsen 3). He is out on a date with the queen of phonies Sally Hayes when he reveals how he believes he can escape the adult world. It is then that he shows us how he believes he is going to escape the adult world; he says he’s going to live in a cabin â€Å"with a brook and all† where he would pretend to be a deaf-mute so he wouldn’t have to deal with anybody (Salinger 132). This way, Holden avoids all of the things that would force him to grow up such as a job and relationships with people such as friends and family—in short, society. That, however, wouldn’t solve anything because he knows deep down that would never happen. Sally points out that his plan is not practical. Holden wouldn’t be able to keep himself alive for longer than a week if he just packed up and moved to the wilderness. And he would still need to communicate with adults to get the supplies he wanted even if he did pretend to be a deaf-mute. Sally’s flat out refusal of the plan shows the qualities of a sure thinking adult, and that is why he calls her the queen of phonies—because she’s already acting like an adult. Physiologists say that girls mature faster than boys do so it would make sense that Holden is avoiding the adult world instead or embracing it like Sally. But Holden already knew Sally’s personality from previous encounters. Jane, however, he is not too sure about. Another thing that Holden is afraid might have changed is Jane Gallagher. Throughout the novel Holden is searching for a person to call and almost calls her but time after time he puts it off by saying that he’s â€Å"not in the mood† (Salinger 59). Holden doesn’t want to call Jane and find out that she has changed since the last time they were together. Holden would rather live with a memory of a girl who won’t move the last row of checkers than get to know Jane all over again. Holden doesn’t want to face it, but his world is losing its innocence—Sally, Jane, and even Holden are maturing, even if it is at different rates. Holden is dimly aware that in the process of losing his innocence he is being dragged into the adult world whether he likes it or not. This losing of innocence has been happening gradually over time and it’s impossible to stop mostly because Holden didn’t realize it until it was too late. One point in the novel where Holden becomes aware of this is when he is at Mr. Antolini’s house. Holden believes that Mr. Antolini is â€Å"being perverty† by making a pass at him when he wakes up to find Mr. Antolini stroking his hair. Holden is at a kind of limbo in his life where he is mature enough to know what a sexual pass is but immature enough to not be able to differentiate that from a warm gesture of caring love (Salinger 192). Holden is scared and confused by this; he is actively trying to prevent himself from growing up but the losing of innocence happens with the passage of time and cannot be prevented. The imbalance of maturity and innocence inside of Holden is dangerous and Mr. Antolini can see that; that’s why he tries to help him. But then Holden misreads Mr. Antolini’s intentions and flees his house in an even more desperate state than which he came. Another way his departing innocence is made know to Holden is when he goes to his sister’s school and the history museum after quitting Mr. Antolini’s house. He goes inside his sister’s school—his old school—when he sees the worlds â€Å"Fuck you† on the wall (Salinger 201). After he wipes them off the wall he realize that even if he spent his whole life rubbing Holden’s life where he realizes that evil exists in the world and he can’t get rid of it nor protect people from it. The adult world is a nasty place and no one can change that. Then he goes to the museum and once inside he heads for the mummies’ tombs. These are the final resting places of some ancient and highly respected people—it is supposed to be a place of peace. However, Holden sees another â€Å"Fuck you† sign written there (Salinger 204). This enforces his revelation he had at the school; that there is no escaping the bitterness of the world no matter where he goes. Even though Holden is just realizing these things now, his real changing point is when he saw James Castle lying dead on the ground after his fatal jump. During the talk Holden has with Mr. Antolini we see some parallels drawn between Holden and James Castle. Mr. Antolini says that he can see Holden â€Å"dying nobly [†¦] for a highly unworthy cause,† which is exactly what James Castle did (Salinger 188). James died protecting something he said because he believed it to be true, but his death didn’t change anything. If Holden carries on like he is he’s going the come to the same end James did—suicide. Antolini also lays out a new meaning for maturity that Holden might be able to live with; he says that an immature man is one who dies â€Å"nobly for a cause† rather than a mature man who is willing to â€Å"live humbly for one† (Salinger 188). Holden, however, doesn’t fully understand what Antolini is saying and just assumes that, like everybody else, Mr. Antolini is trying to turn Holden into something that he’s not. Holden can’t envision himself living in the adult worlds and as a result, he feels as though he is fading away, soon to be lost forever. A strong moment where Holden is afraid he is going to disappear I when he is talking a walk in New York. He feels as though once he steps off of the ledge he’s â€Å"never going to get to the other side of the street [and] go down, down, down, and no one would ever see [him] again† (Salinger 197). Whenever this happens he prays to Allie, his strongest link to the world of children, that he won’t disappear. Allie is symbolic or Holden’s childhood because Allie is never going to mature—he’s dead. Also, Allie died when Holden was at a tender young age, â€Å"only thirteen,† which is the time when puberty is supposed to start (Salinger 38). That is part of the reason why Holden misses Allie so much; it’s because Holden’s childhoods disappeared along with Allie. Even the structure of the end of the novel lends evidence to Holden’s predicament. At the end of the novel we don’t know if Holden is going to be ok, or what he is going to become in future years—in short, we don’t know any more than Holden does. Holden’s problem is that he has been trying to change the world to fit him, while everybody else is saying that he needs to shape himself to fit the world. Even though Holden ends up in a mental hospital doesn’t mean he is crazy. Carl Luce, one of Holden’s friends from the many schools he has attended, is the first person in the novel that suggests that Holden gets Psychoanalyzed which, as Trowbridge points out, suggests that the world will not change to Holden’s needs, but that he needs to tune his mind to the world (Trowbridge 25). This is exactly what Holden is afraid of—the whole reason why he is avoiding the adult world is because he wants to stay true to himself. The thing he doesn’t realize is that he can do both. There is a way to adapt to the changing world and still remain Holden Caulfield. We, however, never find out if Holden learns this crucial lesson. We do know that as long as Holden remains in New York he will remain confused about the adult world. Holden is baffled by the world that surrounds him when he is in New York because New York is symbolic of the adult world. As Robert P. Moore points out, the vulgarity of the story comes not from Holden but from his surroundings (Moore 159). Seeing as how Holden spends most of the novel in the adult world, Moore backs up Holden’s belief that the world of adults is a vile place not fit for the innocent. Another thing that enforces that belief is when Holden is in the hotel and he is watching the people on other floors play these weird sex games like the guy and girl spitting water on each other or the man dressing up in women’s clothing. Holden frightened of the adult world because he believes that the adult world destroys the beautiful. This harsh world destroys the beautifully simplistic things in life like a short story about a boy and his goldfish or a perfectly formed snowball. Holden is afraid of his journey from childhood to adulthood because he doesn’t want to conform to society, disappear, or lose his innocence. The problem is, the process has already begun. Holden is becoming more aware of the adult world and he does not like what he sees. Holden is being forced into a cruel world that consumes child after child. So, predictably, Holden is trying to run away from the unpleasantness like any scared and misguided person would. Holden is unaccustomed to dealing with the complexities of adult life, and he therefore tries to cling to the simplistic life of a child, simply because he can’t deal with this strange new world. And Holden is not alone in his feelings of helplessness and melancholy—most every child has felt this way before, at varying degrees. Holden is just has extremely passionate feelings so naturally he feel very strongly about this. Holden believes that the only person he can count on one hundred percent of the time is himself. He doesn’t trust people too easily and is an accomplished liar. So naturally he doesn’t trust the few people who actually try to help him to ease his way into the adult world, like Mr. Antolini. All Holden sees is a bunch of adults trying to squish him into the mold of a mature, respectable adult. Any young adult would be wary of people trying to impose their will onto them—adolescents hate structures that try to stifle their individuality and will do almost anything within their power to actively avoid them. Many people find it strange that children can’t wait to grow up but adults spend an eternity trying to regain their youth, but both the children and the adults want the same thing—freedom to do what they want when they want.

Early Childhood Environment Rating Scale - 887 Words

After completing the Early Childhood Environment Rating Scale, I see that there is much need for improvement in certain sections. On the other hand, many areas need no improvement at all. For example, the section on toileting and diapering needs no improvement along with staff use of books with children and encouraging children’s use of books. All three of these areas scored a rating of seven, meaning that all standards were met during my observation and there is no need for any type of improvement. Although there are many areas that scored a seven, there are also many areas that scored a one or a two, meaning there is much room for improvement. For example, encouraging children to use language scored a one, which shows us it needs much enhancement. Along with this, nature and science scored a two and discipline scored a one. Both of these areas also need much development and improvement. According to my ECERS score sheet, the section on toileting and diapering scored a seven, the highest rating possible. This was because, although not all the children are potty trained, the one’s who are, are able to recognize when they need to use the restroom and go on their own. Children who need diapers changed are also checked at least every 2 hours. All sanitary procedures are followed in this particular section and staff pleasantly responds to a child’s individual needs involving toileting/diapering. The section concerning staff use of books with children also scored a seven. ThisShow MoreRelatedUsing The Early Childhood Environment Rating Scale856 Words   |  4 Pages A Pre-Kindergarten classroom was observed using the Early Childhood Environment Rating scale scoresheet. The purpose of this paper will discuss one section, space and furnishings. The score sheet was used to observe the children and the classroom. 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