For a few years, I have advocated the educational impact and value of Minecraft. Brought into the world by my children, the adult videogame player, tech geek, and child within me immediately found a home (or several) in Minecraft. Since then, my children have taught me a great deal. Whether it be certain hacks, the use of mods, or other aspects of the game, I immensely enjoy learning from my children. And, most importantly, I enjoy observing them learn, collaborate, and build through creativity and passion. For these reasons, I advocate the use of Minecraft as a means to teach our children through schools, scouts, and other organizations.

Today, I finished reading Clive Thompson‘s article in the New York Times Magazine on the Minecraft Generation.  Like me, children introduced Mr. Thompson to Minecraft – his own as well as those of family and friends.  Through this prism, Mr. Thompson observed the manner in which children taught themselves and each other about Minecraft and, in so doing, much, much, more.  In a very thorough article, Mr. Thompson uses real-world examples to explain how the Minecraft Generation teach themselves programming, collaboration, architecture, systems administration, negotiation, and debugging or problem-solving.  Interestingly, Mojang – the creator of Minecraft (both of which have since been sold to Microsoft) – did not set out to build educational components into the game.  Rather, it appears that Minecraft’s learning potential grew organically as Mojang added additional elements to the game (for example, Redstone).

In reading the article, I found very intriguing the notion that Minecraft may share more with Legos than a Scandinavian heritage.  Or, rather, the Scandinavian heritage may mean more than mere geography.  Indeed, Legos and Minecraft both have inherited a Scandinavian emphasis on providing children tools with which to build.  Perhaps then, the emergence of both Legos and Minecraft from Scandinavia is not surprising.  From wood building blocks, to Legos, to Minecraft blocks, there exists some innate desire among children to build – and build creatively.  This may be a key to Minecraft’s success.

(As an aside, Mr. Thompson rhetorically inquires how long the Minecraft phenomenon will last.  He then suggests that this may depend on whether and how long Microsoft will let Mojang determine the course of Minecraft.  So far, so good.  However, as I read his comments on how Legos have become more projects with manuals than a packet of random legos with which to build, and tied such comments to his discussion of how Minecraft emerged without a user guide, it occurred to me (and perhaps I picked up on a not so subtle message) that Microsoft should let Mojang direct the future of Minecraft; both Mojang and Minecraft should refrain from creating a user guide for Minecraft (which seems like it would be redundant given the plethora of books and YouTube videos already existing); and, though I actually enjoy some of the Lego Creator series, Lego might actually consider focusing equally on “creative” packs rather than scripted projects that eventually once completed collect dust on shelves.)

From my understanding, Mr. Thompson’s article represents a component of a larger project on which he has embarked.  While Minecraft may or may not be the focus of the larger project, I look forward to more from Mr. Thompson on any aspect of technology and learning.  In the interim, he has previously written on the educational impact of Minecraft on at least one other occasion for Wired Magazine.  For me, the present article cites and quotes from many academics and researchers whose work I shall explore further.  Indeed, Mr. Thompson provides tantalizing glimpses of academic research on diverse educational effects of Minecraft that call for more discussion.

There exists only one topic that I wish had been addressed a bit differently or with slightly more information.  Mr. Thompson quite rightly mentions the social difficulties (harassment) for girls and women in gaming.  By doing so, he at least implicitly references a much broader and significant debate in the world of gaming.  In essence, there exists a real problem with some men and boys harassing – in some cases seriously and criminally harassing – women and girls who play video games.  It not only represents a real problem, there exists a real debate on the subject.  (For those who want more information on this, I recommend the film GTFO.)  Even recently, this past SXSW became immersed in controversy when it initially cancelled a discussion on the topic due to threats.  To SXSW’s credit, it reversed the cancellation and then some.

In passing, Mr. Thompson mentions that some boys who played Minecraft with a particular girl supported and encouraged her in the face of harassment she received in another game.  The article seems to imply that boys who play Minecraft may be better in their treatment of girls than boys who play other games.  On this, I hope, but I am not yet convinced.  Many of the boys I know who play Minecraft also play other games.  So, while their attitudes may be one way in Minecraft, the possibility exists their attitudes may be different elsewhere (interestingly, Mr. Thompson describes a separate context in which the distinction between Minecraft and non-Minecraft attitudes exists; things not working in Minecraft (it’s fine), and things not working with their iPhones (complaints)).

So, rather than merely hinting at this topic, I would have liked to see Mr. Thompson speak to some authoritative people about this topic and offer more substance than the brushstroke and passing view he provides.  Indeed, he could have used the opportunity to emphasize that we can use Minecraft to teach something more than just STEM and related topics.  Rather than presume people in Minecraft are “nicer,” we can use the positive way children interact in that world to teach them about interacting with others in other gaming environments and, broader still, in the real world.  In this way, the Minecraft Generation of gamers may very be a better gaming generation and eradicate the prejudices of the past.

But, this slight critique (again, he does at least hint at the issue) should not diminish what Mr. Thompson has accomplished and the importance of this article.

In a short span, Mr. Thompson provides an exceptional Socratic apology for the use of Minecraft in education and other learning environments for children.  He identifies many areas in which Minecraft teaches our children.  And, he certainly comes across as a well-versed convert.  Mr. Thompson’s article in the NYT Magazine should be must reading for any parent, teacher, and any other adult responsible for the education of our children.

I can almost perceive the article having emanated from a discussion among parents debating whether a videogame has educational value, much less so far-reaching educational impact.  With Mr. Thompson at my side, I shall be well-versed to overcome future objections in the very similar discussions and debates occurring across our country and world.

Minecraft is a phenomenon.  Mr. Thompson and the New York Times may very well have legitimized it en masse as a revolution in teaching.