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The thing that connects people like David Duke, Richard Spencer, and anyone else we put under the white-power umbrella is a sense of imperiled whiteness. That has emerged as a very visceral, palpable thing over the past 10 or 15 years. Some segment of white Americans feel their world is under siege, and something needs to be done. That's the connection between efforts to restrict voting and the use of violence to intimidate certain groups of people.This notion of imperiled whiteness is as American as apple pie. It's more visible at some points in history than others. There was the rise of the Ku Klux Klan during Reconstruction, the anti-immigrant movement of the 1920s, the return of the Klan in the 1950s and '60s. The notion of whiteness, and white power, being at risk prompts people to do some really ugly, dehumanizing things.

What, if anything, can we do as a society to get a better handle on this?One solution would be teaching kids about race, history, and power in every grade, from elementary school to college. That way they could think critically about the subject, and when confronted with a particular theory about, say, what's driving immigration, they'd have tools to engage it, rather than accepting easier, more problematic explanations.

Gamification is the application of game elements into nongame spaces. It is the permeation of ideas and values from the sphere of play and leisure to other social spaces. It’s premised on a seductive idea: if you layer elements of games, such as rules, feedback systems, rewards and videogame-like user interfaces over reality, it will make any activity motivating, fair and (potentially) fun. ‘We are starving and games are feeding us,’ writes Jane McGonigal in Reality Is Broken (2011). ‘What if we decided to use everything we know about game design to fix what’s wrong with reality?’

But gamification’s trapping of total fun masks that we have very little control over the games we are made to play – and hides the fact that these games are not games at all. Gamified systems are tools, not toys. They can teach complex topics, engage us with otherwise difficult problems. Or they can function as subtle systems of social control.

The problem of the gamified workplace goes beyond micromanagement. The business ethicist Tae Wan Kim at Carnegie Mellon University in Pittsburgh warns that gamified systems have the potential to complicate and subvert ethical reasoning. He cites the example of a drowning child. If you save the child, motivated by empathy, sympathy or goodwill – that’s a morally good act. But say you gamify the situation. Say you earn points for saving drowning children. ‘Your gamified act is ethically unworthy,’ he explained to me in an email. Providing extrinsic gamified motivators, even if they work as intended, deprive us of the option to live worthy lives, Kim argues. ‘The workplace is a sacred space where we develop ourselves and help others,’ he notes. ‘Gamified workers have difficulty seeing what contributions they really make.’