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An experiential, game-theoretic pedagogy for sustainability ethics
Jathan Sadowski1, Thomas P Seager, Evan Selinger
1School of Sustainable Engineering and the Built Environment, Arizona State University, Tempe, AZ, USA. Jathan.Sadowski@asu.edu
Science and Engineering Ethics
|August 17, 2012
Summary
Sustainability ethics education requires reasoning and group focus, not just rules and individuals. Game-based learning helps students bridge the gap between their moral ideals and actions.
Area of Science:
- Environmental Ethics
- Pedagogy
- Game Theory
Background:
- Sustainability challenges demand novel ethical skill sets beyond traditional professional ethics.
- Current ethics education often prioritizes abstract reflection over experiential learning.
Purpose of the Study:
- To introduce a novel pedagogy for sustainability ethics education using game-theoretic problems.
- To shift focus from individualistic, rule-based ethics to group-oriented, reasoning-based approaches.
Main Methods:
- Utilized noncooperative, game-theoretic problems in a sequential course structure.
- Students engaged in active, experimental learning through gameplay.
- Facilitated group deliberation to reconcile individual decisions with collective outcomes.
Main Results:
- Gameplay revealed a discrepancy between students' moral aspirations and actions.
- Students experienced a 'moral identity crisis' due to this incongruity.
- Repeated play and deliberation fostered increased group tacit knowledge and collective outcomes.
Conclusions:
- Game-based pedagogy enhances engagement and emotional investment in ethics education.
- This approach effectively addresses the complexities of sustainability ethics by emphasizing group responsibility and risk assessment.
- Students develop a more nuanced understanding of their ethical obligations and actions through experiential learning.
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