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Education’s job should be, says Kay, to bridge this gap. To help, that is, people form these necessary new idea-receiving categories–teaching them the capacity for ideas–early on in their lives, so that as they grow they are ready to embrace the things we need them to know. Let me say that in a better way: so that as they grow they are ready to know in the ways we need them to know.

cultivate the ability to conceive of, work with, create, understand, manipulate, tinker with, disrupt, and, generally, appreciate the beauty of systems

The point is to be able to see connections between the silos. Says Kay, the liberal arts have done a bad job at “adding in epistemology” among the “smokestacks” (i.e. disciplines)

a game, or a simulation, thought of as a thing we might create (rather than a thing we only act within), is a visceral example of systems thinking

It’s the Flatland story–that we need to train our 2D minds to see in a kind of 3D–and Kay’s genius is that he recognizes we have to bake this ability into the species, through education, as close to birth as possible.

Systems thinking is to be conceived of as a platform skill or an increased capacity on top of which we will be able to construct new sorts of ideas and ways of knowing, of more complex natures still. The step beyond seeing a single system is of course the ability to see interacting systems – a kind of meta-systemic thinking – and this is what I think Kay is really interested in, because it’s what he does. At one point he showed a slide of multiple systems–the human body, the environment, the internet, and he said in a kind of aside, “they’re all one system . . .”

Seeing systems is an epistemology, a way of knowing, a mindset

What happens when you’re stuck in a system? You don’t understand the world and yourself and others as existing in constant development, as being in process; you think you are a fixed essence or part within a system (instead of a system influencing systems) and you inadvertently trap yourself in a kind of tautological loop where you can only think about things you’re thinking about and do the things you do and you thus limit yourself to a kind of non-nutritive regurgitation of factoids, or the robotic meaningless actions of an automaton, or what Kay calls living in a pop culture

A downside of being epistemologically limited to thinking within a system is that you overemphasize the importance of the content and facts as that system orders them

Forget mainstream TV, forget it. It's over – at least in terms of water cooler discussion. Apprentice and X-Factor may reliably trend on Twitter, but it's all ironic chatter mixed with barely-disguised collective embarrassment and culpability. There's nothing enriching there.

games demand immersion and investment. Traditionally, this has formed a stereotype of dead-eyed zombies slumped in front of monitors, but of course, through XBox Live and PSN, gamers now constantly communicate with each other, as well as share creative tasks in titles like Little Big Planet and Minecraft. New research from Michigan State University suggests that gamers are more imaginative story-tellers – the findings are far from conclusive, but they don't surprise me. The game worlds in Zelda, Uncharted and Dark Souls are rich and deep. They are cluttered with possibilities.

Games get to us on some primal level, they speak to the machine code of the human id – and that can be a good thing.

You have your doubts and so do I. But the very least mainstream games do is give us a platform to discuss amazing things. When you talk about Zelda or Uncharted 3, you can talk about beauty, art, mythology and adventure; when you talk about the forthcoming Bioshock: Infinite, you can cover architecture, paranoia and politics and it all makes perfect sense. These elements aren't hidden away, to be teased out by cultural studies students desperate to apply their knowledge of Derrida and Saussure. They're there in the very form, the very function of the games. Modern Warfare 3 and Battlefield 3 are idiotic and politically suspect, but give them five minutes and they'll show you more about the computerised lunacy of contemporary conflict than most of those MOD-arranged shaky cam war reports beamed into your living rooms by over-stretched 24-hour news channels

For social-game developers, a successful Google offering would mean they wouldn't be so heavily dependent on Facebook, where the vast majority of users access the games. Consumers' appetite for social games is booming— Zynga's "Farmville" game has more than 60 million active monthly users—and that is attracting bigger players looking to tap new sources of growth. On Tuesday, Walt Disney Co. acquired Playdom for $563.2 million plus up to $200 million more if performance targets are reached. And retailer GameStop Corp. agreed to buy online game distributor Kongregate Inc. for an undisclosed amount.

Game developers pay Facebook 30% of the earnings from virtual-good purchases in their games. Google already has an online payment mechanism called Checkout that, in theory, it could use to collect payments for social games on its platform.

the social gaming crowd tends to be older and female; around 53% of players are women

elected representatives and government experts appear to be keenly aware that the digital discourses of an emerging information culture might be challenging their authority and that of the longstanding institutions of knowledge and power with which they are affiliated. These hearings can be seen as representative of a larger historical moment in which emphatic declarations about prohibiting specific practices in digital culture have come to occupy a prominent place at the podium, news desk, or official Web portal.

The hearing also invites consideration of privacy, intellectual property, and digital “rights,” because moral values about freedom and ownership are alluded to by many of the elected representatives present, albeit often through the looking glass of user behaviours imagined as radically Other. For example, terrorists are described as “modders” and “hackers” who subvert those who properly create, own, legitimate, and regulate intellectual property.

lawmakers identify Weblogs (blogs) as a particular area of concern as a destabilising alternative to authoritative print sources of information from established institutions.

To understand the larger cultural conversation of the hearing, it is important to keep in mind that the related argument that “games” can “psychologically condition” players to be predisposed to violence is one that was important in other congressional hearings of the period, as well one that played a role in bills and resolutions that were passed by the full body of the legislative branch. In the witness’s testimony an appeal to anti-game sympathies at home is combined with a critique of a closed anti-democratic system abroad in which the circuits of rhetorical production and their composite metonymic chains are described as those that command specific, unvarying, robotic responses.

“oral tradition”

hroughout the hearings, the witnesses imply that unregulated lateral communication among social actors who are not authorised to speak for nation-states or to produce legitimated expert discourses is potentially destabilising to political order.

The experts go on to claim that this “oral tradition” can contaminate other media because it functions as “rumor,” the traditional bane of the stately discourse of military leaders since the classical era.

In this hearing, the word “rhetoric” is associated with destructive counter-cultural forces by the witnesses who reiterate cultural truisms dating back to Plato and the Gorgias. For example, witness Eric Michael initially presents “rhetoric” as the use of culturally specific and hence untranslatable figures of speech, but he quickly moves to an outright castigation of the entire communicative mode. “Rhetoric,” he tells us, is designed to “distort the truth,” because it is a “selective” assembly or a “distortion.” Rhetoric is also at odds with reason, because it appeals to “emotion” and a romanticised Weltanschauung oriented around discourses of “struggle.”

The premise behind the contractors’ working method – surveilling the technical apparatus not the social network – may be related to other beliefs expressed by government witnesses, such as the supposition that jihadist Websites are collectively produced and spontaneously emerge from the indigenous, traditional, tribal culture, instead of assuming that Iraqi insurgents have analogous beliefs, practices, and technological awareness to those in first-world countries.

In the hearing, the oft-cited solution to the problem created by the hybridity and iterability of digital rhetoric appears to be “public diplomacy.” Both consultants and lawmakers seem to agree that the damaging messages of the insurgents must be countered with U.S. sanctioned information, and thus the phrase “public diplomacy” appears in the hearing seven times. However, witness Roughhead complains that the protean “oral tradition” and what Henry Jenkins has called the “transmedia” character of digital culture, which often crosses several platforms of traditional print, projection, or broadcast media, stymies their best rhetorical efforts: “I think the point that we’ve tried to make in the briefing is that wherever there’s Internet availability at all, they can then download these – these programs and put them onto compact discs, DVDs, or post them into posters, and provide them to a greater range of people in the oral tradition that they’ve grown up in. And so they only need a few Internet sites in order to distribute and disseminate the message.”

Bogost may be right that Congress received terrible counsel on that day, but a close reading of the transcript reveals that elected officials were much more than passive listeners: in fact they were lively participants in a cultural conversation about regulating digital media. After looking at the actual language of these exchanges, it seems that the persuasiveness of the misinformation from the Pentagon and SAIC had as much to do with lawmakers’ preconceived anxieties about practices of computer-mediated communication close to home as it did with the contradictory stereotypes that were presented to them about Internet practices abroad. In other words, lawmakers found themselves looking into a fun house mirror that distorted what should have been familiar artefacts of American popular culture because it was precisely what they wanted to see.

Transmedia producers possess storytelling talent, yes, but they should also appreciate the complex relationship between story and game, author and audience, openness and closure, art and commodity. They are as well versed in any sector of the entertainment industry as they are in popular culture and fandom as a whole.

check out the Admongo poster, which the FTC includes with the package of curriculum materials it makes available to teachers. The poster is meant to be hung up in classrooms. It's an illustration that helps kids spot all the different places ads can appear, from cereal boxes to magazines to blimps in the sky. Ironically, in the poster's lower right corner is the logo for Scholastic—which worked with the FTC on the Admongo project, and which sells books and other products through its catalogs to a captive school-kid audience. "The Scholastic name helps in terms of getting our curriculum into classrooms," said one FTC representative I spoke to. "With Scholastic, you're talking about a known commodity for teachers, while they might not be that familiar with the FTC." Behold the power of branding, kids. And consider this a learning opportunity