naa a22 4500 510778372 CHVBK 20180411083238.0 cr unu---uuuuu 180411e20130901xx s 000 0 eng 10.1007/s11948-012-9385-4 doi (NATIONALLICENCE)springer-10.1007/s11948-012-9385-4 An Experiential, Game-Theoretic Pedagogy for Sustainability Ethics [Elektronische Daten] [Jathan Sadowski, Thomas Seager, Evan Selinger, Susan Spierre, Kyle Whyte] The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability ethics that is based on noncooperative, game-theoretic problems that cause students to confront two salient questions: "What are my obligations to others?” and "What am I willing to risk in my own well-being to meet those obligations?” In comparison to traditional professional ethics education, the game-based pedagogy moves the learning experience from: passive to active, apathetic to emotionally invested, narratively closed to experimentally open, and from predictable to surprising. In the context of game play, where players must make decisions that can adversely impact classmates, students typically discover a significant gap between their moral aspirations and their moral actions. When the games are delivered sequentially as part of a full course in Sustainability Ethics, students may experience a moral identity crisis as they reflect upon the incongruity of their self-understanding and their behavior. Repeated play allows students to reconcile this discrepancy through group deliberation that coordinates individual decisions to achieve collective outcomes. It is our experience that students gradually progress through increased levels of group tacit knowledge as they encounter increasingly complex game situations. Springer Science+Business Media B.V., 2012 Wicked problems nationallicence Professional ethics nationallicence Group tacit knowledge nationallicence Experiential pedagogy nationallicence Sustainability nationallicence Ethics nationallicence Game theory nationallicence Sadowski Jathan School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ, USA aut Seager Thomas School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ, USA aut Selinger Evan Philosophy and Graduate Program, Faculty in the Golisano Institute for Sustainability, Rochester Institute of Technology, Henrietta, NY, USA aut Spierre Susan Global Institute of Sustainability, Arizona State University, Tempe, AZ, USA aut Whyte Kyle Philosophy, Michigan State University, East Lansing, MI, USA aut Science and Engineering Ethics Springer Netherlands 19/3(2013-09-01), 1323-1339 1353-3452 19:3<1323 2013 19 11948 https://doi.org/10.1007/s11948-012-9385-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11948-012-9385-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Sadowski Jathan School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ, USA aut NATIONALLICENCE 700 1- Seager Thomas School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ, USA aut NATIONALLICENCE 700 1- Selinger Evan Philosophy and Graduate Program, Faculty in the Golisano Institute for Sustainability, Rochester Institute of Technology, Henrietta, NY, USA aut NATIONALLICENCE 700 1- Spierre Susan Global Institute of Sustainability, Arizona State University, Tempe, AZ, USA aut NATIONALLICENCE 700 1- Whyte Kyle Philosophy, Michigan State University, East Lansing, MI, USA aut NATIONALLICENCE 773 0- Science and Engineering Ethics Springer Netherlands 19/3(2013-09-01), 1323-1339 1353-3452 19:3<1323 2013 19 11948 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer