Go medieval: game play as history lecture

While Pentiment’s game-play makes it a playful, enjoyable, and in-depth history lecture, it also raises deeper questions, says Lukas Herren.

Lukas Herren

Lukas Herren is a student of philosophy and business and works in communications in the technology industry.

A screen grab of a video game showing a chequered floor amidst classical architecture, with player figures.

Iconography and medieval illustration inspires Pentiment's graphic design.

Obsidian Entertainment.

Pentiment, an adventure game set in the rural Bavarian town of Tassing between the years 1518 and 1543, transports players to a time of political intrigue, religious reform, and societal conflict. With a deep love for history based on meticulous research, the game offers an authentic look at the lives of ordinary people like peasants, monks, artisans, and farmers, and the decisions that shaped their lives.

At the heart of the game is Andreas Maler, an artisan who is hired to illustrate manuscripts in the Abbey of Kiersau. As he stumbles upon a murder, he is drawn into a web of personal conflicts that balance the different professional and societal groups of the village. Players can immerse themselves in the story and get to know the characters intimately, thanks to sophisticated design and a myriad of thoughtful details. Playing as Andreas, you feel like you are becoming an integrative part of a larger story and leaving a footprint in the village's history.

The game is beautifully illustrated and captures the essence of medieval aesthetics, making it a joy to play and a valuable educational tool. Everyday life in the Bavarian village is brought to life with attention to detail, from the food they eat to the different scripts characters are represented with. These features transform into crucial puzzle pieces to solve the murder mystery. To help keep track of the storyline and interesting info, the game provides a journal and glossary.

A screen grab of a medieval style illustration and text.

Illuminated illustration and a different kind of coding.

Pentiment feels like a playful, enjoyable, and in-depth history lecture. It is highly recommended to anyone interested in diving into a different time period – to anyone who appreciates learning not only about grand historical geopolitics but also simple, everyday life. Although it is thought of as a single-player game, it is also beautifully played with another person, with whom to explore which traits to choose, which characters to approach, and ultimately, which path to take. This game is not just for those who want to escape into a different time period, but also for those who appreciate a well-researched, multi-faceted murder mystery.

The setting of the game enhances its appeal in various ways. The 1500s were the time of the Protestant Reformation, a religious reform movement sweeping through large parts of Europe. Intersecting with it was the German Peasants’ War of 1524-1525. As you play the game, identifying with the main characters in this Bavarian town, you triangulate your position asking questions like: Where did the murder victim stand in terms of religious reform and the peasants’ demands? Where does my interlocutor stand? What position do I take to get the information I need to solve the murder mystery?

Beyond the enjoyable whodunnit, the game raises deeper questions such as: Is it legitimate to portray people and events untruthfully – that is, in a way that does not correspond to one's own knowledge – for ideological reasons or to promote a good cause? Is it appropriate, for example, to embellish the representation of local history in public space? If so, on what grounds and to what extent? What does this mean for the way we present the history of our churches? In our attempts to steer public perception, are we possibly damaging the discipline (history, church history) as well as the integrity of the positions promoted?

The name of the game is carefully chosen: Pentimento refers to ‘the presence or emergence of earlier images, forms, or strokes that have been changed and painted over.’ Pentiment is worth engaging with on more than one level.

The controls are simple, and dialogues are well done, though at times the game can be a bit confusing – accessible albeit occasionally challenging. While void of fast-moving animation and action, it is sophisticatedly made, letting the player get to know and experience each character. All in all, it comes together beautifully and deserves.

⭐⭐⭐⭐

Pentiment is available on Windows and Xbox and is published by Obsidian Entertainment.

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.