Science shops were established at universities throughout the Netherlands in the early 1970s with the avowed aim of democratizing science and contributing to social change. During the past few years, science shops have met with significant challenges. For one thing, they have had to adapt to various changes directly associated with the Dutch political climate, the organization of higher education, national research policies, and so on. Moreover, they have faced serious financial cutbacks. In their efforts to address these challenges, science (...) shops have adopted various approaches, some of which have turned out to be more successful than others. Usually, the differences between the individual Dutch science shops are described and understood only in pragmatic terms, with respect to their internal organization and practices. This article, by contrast, argues that the different ways of coping with change should be understood as reflecting divergent, yet unarticulated, answers to the question of how science and technology can or should be democratized. (shrink)
In the emerging academic field of game studies, Roger Caillois’ Les Jeux et les hommes has already received the status of an obligatory reference. It is honoured as one of the few classic texts in game theory, but some also argue that it is not useful for analysing digital games. Caillois’ book is of particular interest for cultural theorists, though, because it presents a theory of games and play while also addressing the meaning of play. After analysing more closely why (...) Caillois’ theory falls short when it is applied to digital games, we suggest a slight modification of its categories. Starting from the four game dimensions outlined by Caillois - competition, chance, simulation and vertigo - and his two modes of playing, paidia and ludus, we build on his theory by distinguishing two additional game characteristics, called repens and repositio. Both deal with the internal, temporal organization of a game. Repens is a specific characteristic of games that appeals to the player’s desire to discover, explore and get to know the surprises a game has in store and to make progress by learning from these surprises. Repositio denotes complementary experiences: having to retry, return, replay and repeat a certain action while getting better at it with every try. The balance, or unbalance, between repens and repositio, as characteristic elements of many digital games, determines to a large extent their attraction. Finally, repens and repositio are not only indicators of fun in the playing of digital games; they also hint at basic elements in learning theories and social theory. The study of the interplay between repens and repositio can help in clarifying the possibilities and limitations of digital games for learning purposes. (shrink)
