Foss & Griffin’s theory focused on building increasing levels of understanding, rather than on convincing one side to accept the arguments of the other. In the classroom, an invitational approach would encourage students to participate in their own processes of knowledge construction. For more, please see our Theoretical Framework page.
Ratcliffe explains that listening to a text differs from reading a text because we are encouraged to find “the exiled excess and contemplate ite relation to our culture and our selves” (25). We are asked, in other words, to understand the ideas as contextually situated and meaningful. For more, please see our Theoretical Framework page.
According to James Paul Gee, “Real life works something like a massive multiplayer game–a game like World of Warcraft. In such games the player can enact multiple identities…These dynamic processes set up a place or perspective from which to think and interpret” (7). This ability to try to take on a perspective, to see choices and consequences in a meaningful context, is what make video games powerful learning (and teaching) tools. Games challenge us to do more than we thought we wanted to; games challenge us to go deeper into a given situation and explore the possible consequences to our decisions. For more, please see our Theoretical Framework page.