In the company of
discerning teachers and learners, my education was being shaped out of certain assumptions that had as much to do with living life as with thinking about it: that we are «in relation» whatever we may think of that fact, that the most basic human unit is not therefore «the self but rather «the relation»; and that this intrinsic mutuality demands — and should be the foundation of — our ethics, politics, pastoral care and theologies.
To date I have
discerned that the main way gamification reshapes learning is by permitting
learners to set
and understand their own goals; by re-defining failure;
and by changing feedback to be fair, frequent, granular,
and not fully contingent on the
teacher.