I’ve spent a little too much time, in the past week or so, playing a game on my computer.
The game in question, with the deceptively trite title Life Is Strange, is an example of what may be an emerging genre in video games: a graphic adventure game that amounts to an especially rich and engaging interactive story, with a particular game-play mechanic, some mild puzzle solving, some free exploration of the setting of each scene, an overarching mystery to investigate, and a series of tough choices that affect future (and past!) parts of the story.
In this case, the narrative device and game-play mechanic is the ability to rewind. The main character is Maxine “Max” Caulfield, an 18-year-old photography student at a high school for the arts, who suddenly finds herself able to manipulate time by undoing some decisions and trying other options. Important elements of the plot and a number of the puzzles that need to be solved depend on this ability.
SPOILER ALERT! I will not reveal any particular details of the plot, especially from the later chapters, but I will be discussing the general outlines of the game and the general outlines of its ending. If you have an interest in video games that might lead you to play Life Is Strange, and if you really don’t like to know too much about the trajectory of a story before you start it, you might not want to read on.
I have long thought of myself as something of an agnostic on matters of moral theory.
From the beginning I have concerned myself with practical decision-making, first with environmental ethics and policy and more recently with engineering ethics. I am now mainly concerned with how best to teach ethics to undergraduate students in engineering degree programs. In those efforts, I have come to think of moral theories as resources for ordinary practical decision-making, lenses through which to see ordinary basic values of one kind or another.
I could, I have thought, go on using these frameworks, playing them one against the other in expanding and enriching the variety of values taken into account in any decision, without committing myself to any one of them. As a teacher, I have thought I could offer the frameworks to students with complete neutrality, allowing them to figure out for themselves how to balance one kind of value against another. It is not for me to indoctrinate them, after all.
As I am, after a quarter century, re-reading MacIntyre’s After Virtue, I begin to see that such a neutral perspectivism is untenable. In fact, telling myself I am neutral among perspectives is simply false: everything I do has a frame and a direction, based on a particular – though still developing – understanding of human cognition and of the ends of human life in the world. Continue reading