Here's what I'm most interested in. To what extent does one career actually make my performance either 1) substantively different (by "substantively" I mean different in what gets coded into a save file) or 2) emotionally different--that is, in the way it feels to me--in another career, and why, and how? I can already see that an irrevocable decision made in one career makes it feel very different to make a different choice in another career, even with something as simple as the Normandy's surgeon.
I suppose that in the back of my mind there's a looming question of a nearly odious nature: with Mass Effect 3, has BioWare created a work unlike any previous work of art in the combination of the plasticity of its performance materials and the irrevocability of the most important choices it affords?
Saturday, March 10, 2012
Mass Effect career 3 choices
I don't know if this will be valuable even to me, but why not?
- "Acquired war asset" Diana Allers (journalist)
- Went to hospital before council to see Ashley (couldn't even bear not to do this on my Renegade; on that career it's Kaiden, not Ashley, who's alive, and I'm considering romancing him)
- Saw Dr. Chakwas alive (dead on my other careers, I think) in the hospital. Took her as Normandy's surgeon. Can't deny that that felt awesome. In particular, it felt awesome precisely because Chakwas is dead in my other careers, and that I didn't take a surgeon at all in career 2.
- Thinking I may start a fourth career to see what the default for the non-player of the first two games is like.
- Went into Bailey's office before council and saw my old journalist nemesis. Saul Tigh as Bailey is something I'd love to spend some time thinking about.
- Discovered, and made extensive use of, the X button to get through long cutscenes.
- Did not use Renegade power on journalist nemesis; was typing and failed to use Paragon power and so had to re-load and go through hospital and council again.
- Bought all volumes of poetry at hospital Sirta terminal.
- Took the Paragon power, and am overjoyed. Asked journalist-nemesis, to whom I'd been nice in ME and whom I'd punched in ME2 to "keep asking the hard questions."
Am using the voice commands as much as possible in this career. I still need time, I think, but being able to perform a version of the lines is really interesting, and may be a literal game-changer for me.
Living Epic--making it really live?
Yet another idea for re-purposing this blog in the wake of my activity on Play the Past: keeping track of my actual living of epic, beginning with Mass Effect 3.
My ME3 careers:
- Female renegade, soldier, sniper with fully-developed adrenalin rush. She cut corners in ME2 and ended up losing four of her companions. Romanced no one.
- Male paragon, adept, spammer of Singularity. Messed up at the end of ME2 and similarly lost four companions. Romanced Liara in ME and no one in ME2.
- Male paragon, adept, spammer of Warp. Got the 100% ending of ME2. Romanced Liara in ME and Jack in ME2.
Here's why I think this will be worth doing: I don't know of any other accounts of multiple parallel performances specifically directed at analyzing the performance materials and their relation to the actual performances.
The first thing I'm interested in talking about is the "Narrative" combat difficulty, which, I'm told by the game itself, gives "a nonrepresentative Mass Effect experience." It may be nonrepresentative, but when you're playing 3 careers, it's really great.
Sunday, January 8, 2012
What Roger's up to, January 2012
- In talks with awesome people like David Carlton and Mattie Brice about making two VGHVI Thursdays a month into podcasts, one of them being the first Thursday symposium, the other being a single-player night (starting with Skyrim, huzzah) probably on third Thursdays. Stay tuned.
- Finishing up my submission to GLS8.0, a worked example about mapping learning objectives to play objectives in Operation ΜΗΝΙΣ.
- Getting unexpectedly excited about THATCamp Games in less than two weeks. The bootcamp the practomime team is going to run may be a model for the future.
- Looking forward to Operation ΚΛΕΟΣ 3.0 in the spring semester, which starts a week from tomorrow. I think I may finally have nailed the balance among Homer, video games, and the course ARG.
- Looking forward to using Operation ΚΛΕΟΣ to bootstrap myself into the Bethesda article that will complement what I think is the very cool BioWare chapter coming out in this book.
Friday, October 7, 2011
The Cave, unpacked: part 3
Then, in that post, came this bit:
If there’s an emotional basis to the famous passage from the last book of Republic where Plato has Socrates speak of the ancient quarrel between poetry and philosophy, that’s what it seems likely to me to be: Plato sees how powerful his own education, centering on homeric epic, has been in determining the way he looks at and acts in the world, and is mad at the figure who perpetrated it. He’s frustrated that it was so hard for Socrates, and is so hard for him to think past that education into the new philosophical world that he wants to create in memory of Socrates. He envies, perhaps most of all, Homer’s seemingly ineluctable control over the ruleset of the cave-culture game within which the Athenians have risen to power, fallen from it, and finally ended up in a cultural position that Plato must have regarded as going nowhere.
This is, I think, the way game-designers hate games like HALO and BioShock, even as they often play them to death, and enjoy “hating on” them in every conceivable corner of the internet. Maybe in that very modern, fanboyish sense of the word “hate,” I was on target in my post--Plato is a Socrates fanboy, and he’s jealous of Socrates’ indie cred. So perhaps a more accurate formulation would have been “Plato was jealous of philosophy’s cultural credibility”--the game that he was designing, a game perhaps on best display in the middle to late dialogues, above all Republic, Timaeus, and Critias, needed to establish itself, just as the books of Herodotus and Thucydides sought to establish themselves, in contradistinction to the hegemonic game of “Homer.”
Remember that “jealousy” and “envy,” when used properly, are different, though related, emotions: we’re envious of what we don’t have (that we may have it), but jealous of what we do (that we may keep it): Plato’s emotion, such as it was, was perhaps the feeling that the grand practomime of philosophy could not but be under siege from the apparently grand practomime of epic.
2) Plato hated Homer—the sheer number of times Socrates tells us, especially in Republic, that Homer (whom he thought of as a single person, though at this blog we know better) was pretending to be something he was not, proves that beyond a shadow of a doubt.Again, this declaration is probably a bit too broad--the word “hate” is of course much too strong. If the statement is true, the negative emotions Plato felt towards the fictional Homer whom he believed to have been a real writer were probably much closer to anger, frustration, and envy than to hate.
If there’s an emotional basis to the famous passage from the last book of Republic where Plato has Socrates speak of the ancient quarrel between poetry and philosophy, that’s what it seems likely to me to be: Plato sees how powerful his own education, centering on homeric epic, has been in determining the way he looks at and acts in the world, and is mad at the figure who perpetrated it. He’s frustrated that it was so hard for Socrates, and is so hard for him to think past that education into the new philosophical world that he wants to create in memory of Socrates. He envies, perhaps most of all, Homer’s seemingly ineluctable control over the ruleset of the cave-culture game within which the Athenians have risen to power, fallen from it, and finally ended up in a cultural position that Plato must have regarded as going nowhere.
This is, I think, the way game-designers hate games like HALO and BioShock, even as they often play them to death, and enjoy “hating on” them in every conceivable corner of the internet. Maybe in that very modern, fanboyish sense of the word “hate,” I was on target in my post--Plato is a Socrates fanboy, and he’s jealous of Socrates’ indie cred. So perhaps a more accurate formulation would have been “Plato was jealous of philosophy’s cultural credibility”--the game that he was designing, a game perhaps on best display in the middle to late dialogues, above all Republic, Timaeus, and Critias, needed to establish itself, just as the books of Herodotus and Thucydides sought to establish themselves, in contradistinction to the hegemonic game of “Homer.”
Remember that “jealousy” and “envy,” when used properly, are different, though related, emotions: we’re envious of what we don’t have (that we may have it), but jealous of what we do (that we may keep it): Plato’s emotion, such as it was, was perhaps the feeling that the grand practomime of philosophy could not but be under siege from the apparently grand practomime of epic.
Friday, September 9, 2011
The Cave, unpacked: part 2
So, since no one seemed to object to my idea of using Living Epic, for the foreseeable future, as a place to riff on my stuff at PlaythePast. . . The next bit of that post is:
More ironic: if I’m right that the shadow-puppet play of the cave is in large part Plato’s metaphor for the education provided by Athenian culture, comprising above all the epics of the homeric tradition, then Plato is using “Homer” against “himself.” The philosopher wants to be free, specifically of Homer.
But doesn’t it take a critic who loves Homer to create this fantastic, nostalgic web of irony and metaphor?
When I say in that post that Plato “loved” Homer, I’m using “loved” as a short-hand for something like “regarded as indispensable and ineluctable,” but this riff may let me follow on to some sort of greater love, albeit one much more complex. Homer was Plato’s education, as it was Socrates’; how could Plato despise it, when it had led him whither he had arrived, able to imagine a world outside the cave?
When we who are trying to use such insights to reform education yet again think about our own educations, I hope we can treat it much as Plato treated Homer--rejecting gently but firmly, speaking of ancient quarrels, but acknowledging, as Plato does in the story of the cave, our eternal debts.
Here’s what you need to know starting out: 1) Plato loved Homer—the sheer number of quotations from Homer, made in passing by Socrates and others, almost always provided to give unquestionable support to a commonly understood point, proves that beyond the shadow of a doubt.I suppose if there’s a difficulty here, it’s in what I mean by the word “loved.” Let’s look at an example--and where better to find it than the story of the cave itself. Socrates, in telling his interlocutors about how strongly the philosopher, who’s been outside the cave, would reject the life of the prisoners, quotes the Odyssey. Not just any passage, either: Socrates quotes the famous words from the mouth of the shade of Achilles in the underworld, about how he’d rather still be alive as the meanest slave in the world than be king of the dead. Ironic, huh? The philosopher would rather be in the upper world--the “real” world--than in the lower one, just like Achilles.
More ironic: if I’m right that the shadow-puppet play of the cave is in large part Plato’s metaphor for the education provided by Athenian culture, comprising above all the epics of the homeric tradition, then Plato is using “Homer” against “himself.” The philosopher wants to be free, specifically of Homer.
But doesn’t it take a critic who loves Homer to create this fantastic, nostalgic web of irony and metaphor?
When I say in that post that Plato “loved” Homer, I’m using “loved” as a short-hand for something like “regarded as indispensable and ineluctable,” but this riff may let me follow on to some sort of greater love, albeit one much more complex. Homer was Plato’s education, as it was Socrates’; how could Plato despise it, when it had led him whither he had arrived, able to imagine a world outside the cave?
When we who are trying to use such insights to reform education yet again think about our own educations, I hope we can treat it much as Plato treated Homer--rejecting gently but firmly, speaking of ancient quarrels, but acknowledging, as Plato does in the story of the cave, our eternal debts.
Friday, August 26, 2011
The Cave, unpacked: part 1
I’ve been searching for a way to use this blog, where I’ve done so much that I’m proud of, as something other than an adjunct to what I’m doing as part of the team at playthepast. The difficulty is that the mission of playthepast is a superset of the mission with which I founded this blog, and there’s not a single thing that I’d post there that wouldn’t be appropriate here, either on the scholarship (how Homer and Plato can help us figure out what’s going on with games in the modern world) or on the pedagogy (how Homer and Plato can help us figure out how games can serve as an engine for educational reform) side.
On the other hand, I don’t feel as constrained here at Living Epic to avoid my tendency to formulate things abstrusely, and so as of today I’m undertaking the experiment of taking my recent string of posts about Plato’s cave (which are in fact mostly rewritings of posts originally made here) and unpacking them further, and more obscurely, here.
The posts at playthepast are written to bring the arc of my scholarly project into close contact with my pedagogical one. They pick up from the scholarly foundation I’ve built over the past seven years of the analogy between the form of practomime called homeric epic and the form called narrative videogame, and move through the scholarly edifice I’ve been building on it since 2008, of the way Plato’s reaction to homeric epic can help us contextualize videogames’ role in modern culture. From there, in recent weeks, the playthepast posts have turned towards applying the blueprints of that edifice to the building of learning practomimes like the ones on which my UConn team and I are at work.
At any rate, I want to start with the post that makes the turn to Plato. It starts like this:
The former of those things is the basis of the practomimetic curricula we’re working on at UConn; the latter is the basis of my current work on the digital narrative videogame, which to this point comprises my analysis of BioWare’s epic style and will I hope soon also comprise analyses of the Bethesda, Bungie, and Square Enix styles.
So that kind of thing is my idea for Living Epic going forward. If you have a strong feeling about it’s worth or lack thereof, I’m pretty easy to find on social media these days, and I love both thoughtful conversation and bruising intellectual brawls.
On the other hand, I don’t feel as constrained here at Living Epic to avoid my tendency to formulate things abstrusely, and so as of today I’m undertaking the experiment of taking my recent string of posts about Plato’s cave (which are in fact mostly rewritings of posts originally made here) and unpacking them further, and more obscurely, here.
The posts at playthepast are written to bring the arc of my scholarly project into close contact with my pedagogical one. They pick up from the scholarly foundation I’ve built over the past seven years of the analogy between the form of practomime called homeric epic and the form called narrative videogame, and move through the scholarly edifice I’ve been building on it since 2008, of the way Plato’s reaction to homeric epic can help us contextualize videogames’ role in modern culture. From there, in recent weeks, the playthepast posts have turned towards applying the blueprints of that edifice to the building of learning practomimes like the ones on which my UConn team and I are at work.
At any rate, I want to start with the post that makes the turn to Plato. It starts like this:
This post takes us from homeric epic to a key moment of its reception in classical Athens, Plato. In it, I cover ground I’ve also covered in print, in a chapter in the collection Ethics and Game Design.The first thing to say is that although I like my chapter in Ethics and Game Design very much, I’ve managed to move beyond it in the past year: in the chapter I manage to say, pretty much, “Plato tells us that mimesis only teaches when it gets interrupted the way Bioshock interrupts itself”; now, in these posts, I’m capable of saying also two more things, “I know how to interrupt mimesis to make that learning happen” and “I know how to analyze, and learn from, videogame mimesis when it doesn’t get interrupted.”
The former of those things is the basis of the practomimetic curricula we’re working on at UConn; the latter is the basis of my current work on the digital narrative videogame, which to this point comprises my analysis of BioWare’s epic style and will I hope soon also comprise analyses of the Bethesda, Bungie, and Square Enix styles.
So that kind of thing is my idea for Living Epic going forward. If you have a strong feeling about it’s worth or lack thereof, I’m pretty easy to find on social media these days, and I love both thoughtful conversation and bruising intellectual brawls.
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