Alternative Teaching Model: Video Games

I wrote this for class.
A Quotation for Consideration
Professor Michael Merzenich, who works at the University of California, San Francisco, said that “our brains are vastly different, in fine detail, from the brains of our ancestors… In each stage of cultural development… the average human had to learn complex new skills and abilities that all involve massive brain change… Each one of us can actually learn an incredible elaborate set of ancestrally developed skills and abilities in our lifetimes, in a sense generating a re-creation of this history of cultural evolution via brain plasticity” (Doidge, Norman. The Brain That Changes Itself. Penguin Books: New York City, 2007.)
In essence, culture changes the way we think.
Historical/Socio Context
Before I propose an alternative teaching method, let’s take a brief look at the education system implemented into schools today. What we have here in the United States is what is called the “Prussian Model of Schooling” which includes mandatory courses, a national grading system, and specific instruction necessities for all students and teachers. This education model dates all the way back to the Kingdom of Prussia and its 18th Century curriculum Volksschule.
When looking at Middle and High school, we find that education has become categorized learning separated by brief bouts of “free period” (typically approximately five minutes in length, as students transition from one classroom to the next). In college we have the same, except these “free periods” continue even longer, at times lasting up to several hours.
However, in this past century we’ve seen the rise of a technological implementation in which we, as human beings, can engage for hours without interruption. That technology? Video games.
Reform, the Proposal Stage
We don’t live in the Pleistocene Age anymore. Nor are we 18th Century Prussians. The Millennials, as we’ve been nick’d by the media, are an impatient and visually-impressed zeitgeist generation. Education as lecturer and pupils encaged inside four classrooms walls is sentimental at best. New blood clamors for a new body and we must deliver. Thus, my application of video games.
Specifically, video games that have been tailored to educate with sequential precision, “play world” architecture, and yet inestimable developments of critical thinking. Games should be capricious enough to avoid proscribed thinking patterns. What we’re looking for is “neuroplastic” stepping stones that allow children to fully articulate internal disorder into both individual and societal remuneration. That means the consequences of failure will be gentle, while “in-game” rewards will reimburse hard-work with virtual pleasures. Or will they? As this is all theoretical with very little exploration of subject matter, even conceptions of this proposal’s project is limited to preconceived philosophy on video game potential for tutorage.