John Seely Brown storytelling narrative social network complexity knowledge: "Yesterday I heard an amazing comment from a 16 year old named Colin. Colin said: 'I don't want to study Rome in high school. Hell, I build Rome every day in my on-line game.' (Caesar III[2]). And in so doing he is continually building a new narrative space that goes on evolving. Of course, we could dismiss this narrative construction as not really being a meaningful learning experience but a bit later he and his dad were engaged in a discussion about the meaningfulness of class distinctions - lower, middle, etc - and his dad stopped and asked him what class actually means to him. Colin responded: 'Well, it's how close you are to the Senate.' 'Where did you learn that, Colin?' he said, 'The closer you are physically to the Senate building, the plazas, the gardens, or the Triumphal Arch raises the desirability of the land, makes you upper class and produces plebians. It's based on simple rules of location to physical objects in the games (Caesar III)'. Then, he added, 'I know that in the real world the answer is more likely how close you are to the senators, themselves - that defines class. But it's kinda the same.'"

Simulations in Education---why aren't there poetry simulations? What would they look like? Is the idea absurd? Perhaps we could have a game LitCrit--the simulation . In it various critical approaches to a particular text in a collaborative effort to eke out meaning and connection. Mr. Mustard with the feminist rope in the vomitarium?