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Ender's Game/Test
Articles about Ender's Game 
(novel, short story, etc.)

Blackmore, Tim. Ender's Beginning: Battling the Military in Orson Scott Card's Ender's Game.  Extrapolation (Kent State University Press); Summer 1991, Vol. 32 Issue 2, p124-142.  
"Traces writer Orson Scott Card's development of the military paradigm and that of the warrior who lives inside it, focusing particularly on his novel `Ender's Game.' Arms and the Child."

Card, Orson Scott.  Margaret A. Edwards Award Acceptance Speech.  Young Adult Library Services; Fall 2008, Vol. 7 Issue 1, p14-18.
"[A] speech by author Orson Scott Card as he accepted the 2008 Margaret A. Edwards Award in which he discussed the impact of his book "Ender's Game"


Doyle, Christine.  Orson Scott Card’s Ender and Bean: The Exceptional Child as Hero. Children's Literature in Education; December 2004, Vol. 35 Issue 4, p301-318.
"Orson Scott Card’s “school stories in outer space," Ender’s Game and Ender’s Shadow, purportedly occur at the same time and tell the “same" story, but from the perspectives of two different child protagonists. Scenes in Ender’s Shadow even reproduce text from Ender’s Game. Nevertheless, 14 years elapsed between the publications of the two books. This essay brings child studies and exceptionality research to bear on the two novels, analyzing the development of Card’s ideology regarding his view of the exceptional child and his view of the nature of heroism in a post-modern world. [ABSTRACT FROM AUTHOR]"

Doyle, Christine and Susan Louise Stewart.  Ender's Game and Ender's Shadow: Orson Scott Card's Postmodern School Stories.  The Lion and the Unicorn [Special Issue: Children and Science Fiction.] April 2004, Vol. 28, Number 2, pp. 186-202. (Project Muse).
"The school story has a long tradition in children's literature. Orson Scott Card dramatically revises and rewrites the tradition in two "school stories in space," Ender's Game and Ender's Shadow. Doyle and Stewart find that Card's innovations in the school story form and his departures from conventional narrative structures are inextricably linked to the need to escape narrowly defined perceptions about narrative, about education, and about the relationships between adults and children. Ultimately and essentially, the novels reconsider what it means to be human, with its attending successes and failures, in a postmodern world." [AUTHORS' ABSTRACT. Abstract available at http://muse.jhu.edu/journals/uni/summary/v028/28.2doyle.html]

Gross, Melissa. Prisoners of Childhood? Child Abuse and the Development of Heroes and Monsters in Ender’s Game. Children's Literature in Education; June 2007, Vol. 38 Issue 2, p115-126.
"Alice Miller’s work provides a theoretical framework to assess the effects of child abuse and its relationship to the development of creativity, hatred, and violence in the novel Ender’s Game. Analysis focuses on the extent to which children are manipulated in order to meet the needs of adults, the presence of behaviors such as the repression of feelings and memories, the idealization of perpetrators, blind obedience to authority, and the expression of repressed feelings in destructive acts, and identification of a helping witness as predictors for the actions and outcomes in this story. [ABSTRACT FROM AUTHOR]"

Lenoir, T.  All but war is simulation: The military-entertainment complex.  Configurations.  2000.  vol. 8, pp. 289-335.  Retrieved from http://www.stanford.edu/dept/HPS/TimLenoir/allbutwar.pdf
Mentions Ender's Game as inspiring military training programs and that the book was adopted as required reading by the Marine University in Quantico, Virginia: "The science-fiction novel Ender’s Game by Orson Scott Card provides an example of how this desire for the fusion of the digital and the real actually preceded the full availability of the technology" (p. 305)


Macedonia, M.  Ender's Game Redux.  Entertainment Computing; February 2005, p. 95-87. [Also available at http://www.cse.unr.edu/~sushil/class/games/pubs/wargaming.pdf ]
Macedonia describes the military's use of advanced simulation technology citing Orson Scott Card's 1986 vision of the role of technology in training in his novel Ender's Game.   

Mayo, Merrilea J. [Director of Government-University-Industry Research Roundtable, The National Academies.]  Ender's Game for Science and Engineering: Games for Real, For Now, or We Lose the Brain War. [Presentation for MicroSoft.]  [Video and transcript] (2007, August 21). Retrieved from    http://research.microsoft.com/apps/video/default.aspx?id=103931
Mayo begins her talk with a discussion of Ender's Game.  The main character, Ender is trained in battle tactics via games.  Mayo suggests that serious games can help the U.S. train scientists and engineers in order to stay competitive with the rest of the world. She mentions the No Child Left Behind standards as creating demands on teachers' time making changes in the education system difficult. Video games are played in students' spare time. Software tends to be a fairly uniform product. Excellent video games can reach more people than the rest of the educational system. Video games provide scalability. Video games can provide a way to teach science and engineering beyond the lecture method.  Games have goals which can drive personal learning.

Munkittrick, Kyle. Ender's Game Proves that Every Child Deserves to be Gifted and Talented.   Discover Magazine.  July 4, 2004. Web log comment.  Retrieved from http://blogs.discovermagazine.com/sciencenotfiction/2011/07/04/enders-game-proves-that-every-child-deserves-to-be-gifted-and-talented/
Munkittrick discusses how Ender benefits from both being intelligent and learning to recognize intelligent peers who can work as a team.

Oatman, Eric.  The Ornery American. [cover story]. School Library Journal; June 2008, Vol. 54 Issue 6, p38-41.
"This article presents information on author Orson Scott Card. The author explores some of the controversial issues that surround Card, such as his stance on homosexuals and same sex marriage. The author examines the numerous formats that Card publishes in including the Internet, books, plays and newspaper columns. The author also discusses Card's childhood and some of his professional achievements, including the success of his book "Ender's Game.""


Paul, Danny.  Playing Ender's Game.  Writing;  April/May 2004, Vol. 26 Issue 6, p14-17.
"The article discusses the book "Ender's Game," by Orson Scott Card. According to the author, the book presents examples of three elements of literature that all writers should know about. They are plot, setting and characterization. Early in the book, six-year-old Ender and his very angry ten-year-old brother Peter play a game called "Buggers and Astronauts." Card does not directly tell his readers what buggers are, but he gives them hints. Eventually, readers learn much more about buggers, the insect-like aliens who threaten the survival of humanity."


Stahl, R.  Have you played the war on terror? Critical Studies in Media Communication;  June 2006. vol. 23, no. 2, pp. 112-130.  Retrieved from http://laurier.communicationstudies.ca/files/stahl_played_war.pdf
"The media paradigm by which we understand war is increasingly the video game. These changes are not only reflected in the real-time television war, but also an increased collusion between military and commercial uses of video games. The essay charts the border-crossing of video games between military and civilian spheres alongside attendant discourses of war. Of particular interest are the ways that war has been coded as an object of consumer play and how official productions aimed at training and recruitment have cast video games as players themselves in the War on Terror. The essay argues that this crossover has initialized a ‘‘third sphere’’ of militarized civic space where the citizen is supplanted by the figure of the virtual citizen-soldier."  [Author's Abstract]   Ender's Game is mentioned as influencing the thinking of the Army's simulation center in Orlando, Florida.

This list was compiled January 2011 from EBSCOHost databases, Google Scholar, etc.  
Ilene Frank    ilene.frank  at   gmail   




Notes:
  • “Low-threshold” shareworthy, shareable improvements were well worth the modest effort required? 
  • Did anyone assist you in selecting and making this improvement? How?
  • Characteristics of your colleagues? Characteristics of yourself? Environmental conditions? Resource materials? 
  • Both shareworthy and shareable: likely to have early results that are well worth the modest efforts required and easily shared among colleagues. [In the right direction, to make a difference?]