This book offers an overview of how conflicts are represented and enacted in games, in a variety of genres and game systems. Games are a cultural form apt at representing real world conflicts, and this edited volume highlights the intrinsic connection between games and conflict through a set of theoretical and empirical studies. It interrogates the nature and use of conflicts as a fundamental aspect of game design, and how a wide variety of conflicts can be represented in digital and analogue games. The book asks what we can learn from conflicts in games, how our understanding of conflicts change when we turn them into playful objects, and what types of conflicts are still not represented in games. It queries the way games make us think about armed conflict, and how games can help us understand such conflicts in new ways. Offering a deeper understanding of how games can serve political, pedagogical, or persuasive purposes, this volume will interest scholars and students working in fields such as game studies, media studies, and war studies.

This book offers an overview of how conflicts are represented and enacted in games, in a variety of genres and game systems. Games are a cultural form apt at representing real world conflicts, and this edited volume highlights the intrinsic connection between games and conflict through a set of theoretical and empirical studies. It interrogates the nature and use of conflicts as a fundamental aspect of game design, and how a wide variety of conflicts can be represented in digital and analogue games. The book asks what we can learn from conflicts in games, how our understanding of conflicts change when we turn them into playful objects, and what types of conflicts are still not represented in games. It queries the way games make us think about armed conflict, and how games can help us understand such conflicts in new ways. Offering a deeper understanding of how games can serve political, pedagogical, or persuasive purposes, this volume will interest scholars and students working in fields such as game studies, media studies, and war studies.

English summary: The study of neurobiological cognition has proved the importance of playing on human brain development. But what does this mean for the education of our children? How does playing affect the learning process and the attention of children? Is it possible to draw conclusions for their next developmental stage from the way children play? And how is playing related to reasoning and perception? Andre Frank Zimpel devotes himself to such central problems. He not only demonstrates the way children develop the ability to imagine things, he also provides instructions to effectively support this development. All imagined playing situations form heralds for developing mind capacities, which are necessary to survive in modern society. German description: Neurobiologische Erkenntnisse belegen die Bedeutung der psychologischen Wirkung des Spiels auf die Entwicklung des Gehirns. Nicht nur systematische Forderung, auch Spiel hat einen bedeutsamen Stellenwert in der fruhkindlichen Entwicklung.Was bedeutet das fur die Bildung und Erziehung der Kinder? Wie wirkt sich Spielen im Verhaltnis zu Aufmerksamkeit und Lernen aus? Kann man aus dem Spiel der Kinder etwas uber die nachste Entwicklungsstufe erfahren? Und wie hangt Spielen mit Denken und Wahrnehmung zusammen? Diesen zentralen Fragestellungen widmet sich Andre Frank Zimpel und zeigt, wie Kinder beim Spiel die Fahigkeit entwickeln, sich Dinge gedanklich auszumalen, und wie man sie dabei effektiv unterstutzen kann. Die imaginierten Spielsituationen sind Vorboten sich entwickelnder geistiger Fahigkeiten, ohne die ein Leben in unserer Gesellschaft nicht denkbar ware.

English summary: Education is a (neuro)biological process. Not paying attention to this fact can provoke challenging behavior. The key to success in school thus lies in internalizing the vantage point of the "malfunctioning" child.The author's case histories begin from extreme preconditions: autism, trisomy 21, epilepsy, Tourette's syndrome, etc. They intend to enable the reader to see presumed unalterable limitations as challenges and not to view neurobiological perceptions as boundaries. Educational optimism should always be possible with less momentous symptoms. (Neuro)biological boundaries serve not as insuperable obstacles, but as welcome challenges. This is a book for everyone wanting to avoid learning difficulties in children or to better understand their own role in education.German description: Bildung ist an (neuro)biologische Vorgange gebunden. Ihre Nichtbeachtung provoziert herausforderndes Verhalten.Die Fallbeispiele gehen bewusst von extremen biologischen Bedingungen aus: Autismus, Trisomie 21, Tourette-Syndrom, Epilepsie, ...Andre Frank Zimpel zeigt, dass der Schlussel zu einem nachhaltigen Erfolg darin besteht, sich der Innensicht der scheinbar versagenden Kinder, Jugendlichen oder Erwachsenen anzunahern. Fur weniger einschneidende Lernschwierigkeiten gilt erst recht: Biologische Grenzen stellen eine Herausforderung, aber kein unuberwindliches Hindernis dar.