喬丹·夏皮羅

Take a moment to think about the discordant1 connections which now expose people to others in faraway places—satellite signals， fiber-optic2 cables， television and radio waves broadcast our differences to every corner of the globe.

In Philadelphia， I take sips from a big mug of morning coffee， the orange-yellow sunrise glaring-in through the window to the right of my desk. I’m video chatting with a friend in Sarajevo. For him， it’s lunchtime. He nibbles on “pita.” Not the flat-bread that my kids and I like to dip into hummus3， but a savory pastry4 pie that’s often called burek.

Information networks bring us together technologically. But the encoded signals sent back and forth do not facilitate an experience identical to being in the same place. Communication is quick and efficient， but the affective stimuli， which shape our moods and dispositions5—and provide the foundation for empathy—remain disjointed.

For us， it’s just a conversation. But look at the same phenomenon from a macro perspective—consider all the images， words， and stories that people now encounter. Worldwide， there are more than 4 billion internet users; each spends an average of 6 hours per day using devices which enable these oddly dissonant connections. Things can become so quickly entangled that it’s easy to imagine that the World Wide Web was spun by an apathetic spider. We have all metamorphosed6 into a global community， but we’ve yet to unravel all the potential intellectual， social， affective， and emotional knots.

The challenge becomes even more acute when it comes to education and childrearing. To live and thrive in this new world—to confront and adapt to its unique frictions and challenges—today’s kids will need to develop a capacity for connected thinking and macro-mindedness. These distinct cognitive and social-emotional skills are the prerequisite7 for understanding rapidly changing geopolitical climates， for making sense of a globalized economy， and for contributing to a worldwide community. Kids need to be tolerant of diversity， respectful of difference， but also alike enough to manage constant connection. Grownups need to teach them how to mediate the tension between preserving heterogeneous8 cultures and adopting homogeneous9 protocols10.

That’s why I wrote The Joan Ganz Cooney Center Guide to Digital Play for Global Citizens. I wanted to help adults prepare kids for a world that’s governed by new technological， economic， and geopolitical paradigms11. I wanted to introduce educators， youth development leaders， and parents to innovative tools which can help kids learn about， understand， and engage with our connected world. After all， academic knowledge and vocational skills are useless if they can’t be leveraged12 by collaborative， caring， compassionate， creative， and confident global citizens.

Divided into three parts， the guide introduces ready-to-use resources to 1） help kids build awareness of themselves and the world around them， 2） recognize and investigate the history， as well as the complex， systemic causes of contemporary issues ranging from economic inequality to global conflict to cultural diversity and inclusion， and 3） use digital play to explore the issues around climate change and the our relationship natural world.

But why a guide to digital play？ Because digital play is a great way to teach these lessons. While today’s children are playing online， they are also learning to be comfortable with a specific technological worldview. They’re developing the confidence to easily operate and experiment with networked tools. They are applying higher order13 thinking skills within virtual environments. They are also becoming acclimated14 to subtle social cues and nuanced15 behaviors. They’re procuring habits-of-mind for a connected world.

Child development and education experts are both always talking about how young people learn to make use of language， knowledge， and academic content through play， and within the context of lived experience. Although we often think of “context” as if it were some sort of abstract cultural or historical zeitgeist， the reality is much simpler. For humans， context is all about how we use specific sets of tools to intellectually， emotionally， economically， and materially fabricate16 our world. Digital tools are the new context.

From exploring boundaries， borders， and geography; to developing empathy and understanding of diversity; to developing a sense of curiosity and wonder about nature; this guide is meant to introduce practical， ready-to-use resources and techniques for using digital play to promote the breadth of skills required for true global citizenship.

花點(diǎn)兒時(shí)間想一想現(xiàn)有的那些雜亂的連接手段，它們可以把人們的生活展示給遠(yuǎn)方親朋——衛(wèi)星信號(hào)、光纜、電視和無線電波，把人們方方面面的不同傳播到地球的每一個(gè)角落。

在費(fèi)城，太陽剛剛升起，橘黃色的陽光穿過窗戶落在桌子右側(cè)，我從大馬克杯里一口一口啜飲著早餐咖啡。我正在和一位薩拉熱窩的朋友視頻聊天。他那里是午餐時(shí)間，他正小口啃著他的皮塔餅——不是我和孩子們喜歡蘸鷹嘴豆泥吃的那種扁面包，而是一種咸味的油酥餡餅，通常叫作burek。

信息網(wǎng)絡(luò)從技術(shù)層面把我們聚在了一起。然而，來回傳輸?shù)木幋a信號(hào)并不會(huì)讓我們獲得和真正共處一地完全相同的體驗(yàn)。交流變得快速而高效，但情感刺激仍然斷裂——正是那些刺激激發(fā)塑造了我們的情緒和性情，提供了同理心所需的基礎(chǔ)。

對(duì)我和朋友來說，這不過是一次普通的談話。但請(qǐng)從宏觀視角審視同樣的現(xiàn)象，思考人們現(xiàn)今面對(duì)的所有圖像、語言和故事。全球互聯(lián)網(wǎng)使用者超過40億，每人平均每天花6小時(shí)用各種設(shè)備建立此類古怪而雜亂的連接。各種事物會(huì)迅速糾纏在一起，不難讓人想象萬維網(wǎng)是一只冷漠的蜘蛛織就的。我們都已融入全球社區(qū)，但還沒有解開智力、社交、情感和情緒上潛在的所有結(jié)扣。

在教育和育兒領(lǐng)域，這一挑戰(zhàn)變得更為嚴(yán)峻。要在這個(gè)新世界生存和發(fā)展，面對(duì)并適應(yīng)其中獨(dú)特的摩擦與挑戰(zhàn)，今天的孩子需要發(fā)展關(guān)聯(lián)思維和宏觀思維能力。想要理解瞬息萬變的地緣政治環(huán)境，理解全球化經(jīng)濟(jì)，為人類共同體做出自己的貢獻(xiàn)，具備這些獨(dú)特的認(rèn)知和社會(huì)情感技能是必要前提。孩子們不僅需要包容多樣、尊重差異，彼此間還需要有足夠的相似度去應(yīng)對(duì)不斷建立的連接。成年人需要教會(huì)孩子如何在保護(hù)各種異質(zhì)文化與傳承同質(zhì)文化傳統(tǒng)之間維持平衡。

這就是我寫作《瓊·甘茨·庫尼中心全球公民數(shù)字游戲指南》的原因——我想幫助成年人為孩子做好準(zhǔn)備去面對(duì)一個(gè)由新的技術(shù)、經(jīng)濟(jì)和地緣政治模式所控制的世界;想給教育者、青年發(fā)展領(lǐng)導(dǎo)者和家長們介紹創(chuàng)造性的工具，這些工具能幫助孩子了解、理解并融入這個(gè)連接無處不在的世界。畢竟，孩子若不能成為善于合作、關(guān)心他人、有同情心、有創(chuàng)造力而又自信的全球公民，那他們掌握的學(xué)術(shù)知識(shí)和職業(yè)技能就毫無用處。

這一指南分三部分介紹了一些現(xiàn)成可用的資源，這些資源的作用如下：（1）幫助孩子建立自我意識(shí)及對(duì)他們所處環(huán)境的意識(shí);（2）對(duì)于當(dāng)下從經(jīng)濟(jì)不平等到全球沖突乃至文化多樣性和文化融合等種種議題，了解并探究它們的歷史及其復(fù)雜的系統(tǒng)性成因;（3）利用數(shù)字游戲探索氣候變化及我們與自然界的關(guān)系等議題。

但為什么特別為數(shù)字游戲?qū)懸槐局改夏兀恳驗(yàn)閿?shù)字游戲是教授這類課程的絕佳方式。今天的孩子在線上娛樂的同時(shí)，也在學(xué)著接受一種獨(dú)特的技術(shù)世界觀。他們?cè)诮⑤p松操作和嘗試聯(lián)網(wǎng)工具的自信，在虛擬環(huán)境中應(yīng)用高階思維技巧，還開始習(xí)慣于微妙的社交暗示和行為差異。他們將養(yǎng)成互聯(lián)世界所需的思維習(xí)慣。

兒童發(fā)展專家和教育專家都常常在談?wù)摚贻p人如何在真實(shí)生活背景下通過游戲?qū)W習(xí)使用語言、知識(shí)及學(xué)術(shù)內(nèi)容。提到“背景”，我們常常以為是某種抽象的文化或歷史意義的時(shí)代精神，但實(shí)際簡單得多。如何使用一套套具體的工具從智力、情感、經(jīng)濟(jì)和物質(zhì)上建構(gòu)我們的世界——對(duì)人類來說，背景就是與此相關(guān)的一切?，F(xiàn)在，數(shù)字工具是新的背景。

從探索范圍、邊界和地理環(huán)境，到發(fā)展同理心和對(duì)多樣性的理解，再到培養(yǎng)好奇心和對(duì)自然的敬畏之心，這一指南旨在介紹一些實(shí)用、可用的資源和技術(shù)，使用數(shù)字游戲來拓展真正的全球公民所需要掌握的技能。

（譯者為“《英語世界》杯”翻譯大賽獲獎(jiǎng)?wù)撸?/p>