Pop Sci interviews Will Wright

If you are interested in Spore, take a look at this interview. I’ve chopped out the part on education if you don’t want to read the whole thing:

Do you see Spore, or the rest of your games for that matter, as being educational?
I think in a deep way yeah – that’s kind of why I do them. But not in a curriculum-based, ‘I’m gong to teach you facts’ kind of way. I think more in terms of deep lessons of things like problem-solving, or just creativity – creativity is a fundamental of education that’s not really taught so much. But giving people tools… what it means to be human is to learn to use tools to basically expand your abilities. And I think computer games are in some sense a fundamental tool for our imagination. If we can let players create these elaborate worlds, there’s a lot of thought, design thought, problem solving, expression that goes into what you’re going to create. You know, I think of the world of hobbies, which isn’t what it used to be. When I was a kid, you know, people that were into trains had a big train set and they spent a lot of time sculpting mountains and building villages, or they might have been into slot cars or dollhouses or whatever, but these hobbies involved skill, involved creativity, and at some point involved socialization. Finding other people and joining the model train club, comparing and contrasting our skills, our approaches. And I think a lot of computer gaming has kind of supplanted those activities, they have a lot of the aspects of hobbies. Especially the games that allow the player to be creative and to share that creativity and form a community around it. I think just in general, play is about problem-solving, about interacting with things in an unstructured way to get a sense of it and what the rules are.

Which is counter to current trends — educational philosophy seems to have taken a huge step towards the three Rs, the basics, what you can regurgitate on a standardized test. And this seems to be going back to process-oriented education, where you’re learning problem solving.
And a lot of it also is… you know, some of the most effective education is failure-based, where you’re given a system and you can manipulate it and explore different failure states and success states, and all that. Most of our educational system is designed to protect you from failure. You know – here’s how you write a proper sentence, here’s how you do a math problem without failing. So basically, they don’t let you experience failure. Failure is seen as a bad thing, not as a learning experience. And even when you get to the professional world, things like architecture, engineering, industrial design, they teach you how to do it the right way. Where it used to be you would build five bad buildings and they’d fall down and you’d learn yourself – that was more the apprenticeship, craftsmanship model. You’d build 20 bad chairs but eventually learn how to build a good one because you would learn the failure states yourself, inherently – you’d experience them directly. Whereas when you go to engineering school they teach you how not to fail, so you’re never directly experiencing those failures. It limits your intuitions. Whereas a kid playing a game – the first thing they do is they’ll sit there and play five or six times and learn from that, and they learn at a very core level in a very different way. They’ve actually explored the whole possibility space. It’s not that they’ve been told ‘don’t go there because you’ll fail’ and so they never go there and never experience it directly on their own. They’re encouraged to do that all on their own, in fact they’re directly building that possibility map.