prof. PhDr. Karel Rýdl, CSc.
I was very impressed by the Rubikon project, especially as, through experience, it gives youngsters a grasp of ethical issues that are an integral part of the educational process.
Experience-based learning is more appealing to pupils than theory, and it also greatly helps them to remember and understand the topics being taught. Pupils care about their avatars in Rubikon, so what they experience in the game has an emotional impact on them; it draws them in, making subsequent discussion of the topic no longer mere dry theory. Situations that children experience directly, albeit in a virtual world, affect and influence them far more.
The way Rubikon is designed offers teachers an interesting opportunity to encourage pupils to reflect on their behaviour and thus help to shape their personal development. I consider this to be a very beneficial approach and believe that it has the potential to greatly enrich the educational process.
Karel Rýdl
Department of Educational Sciences
Faculty of Arts, University of Pardubice
Mgr. Viktor Tichák, Ph.D.
As a representative of the founder of Olomouc’s elementary and nursery schools, I take a keen interest in and strongly support the further development of the Rubikon project. Avoiding the world of technology is no longer an option these days; bans on the use of mobile phones may work in schools and during lessons, but our schools have little say in how they are used after class. In fact, schools that impose bans do nothing to educate pupils in how to make their own decisions about their use of the virtual environment, which everyone is generally familiar with from time spent online after school. I consider the link between nurturing values, shaping character and encouraging versatility in pupils who naturally share an interest in technology and the virtual gaming environment to be one of the directions the Czech education system can take
Viktor Tichák, Deputy Mayor
Department of Education, Culture and Tourism
Olomouc City Council
PaedDr. ICLic. Michal Podzimek, Ph.D., Th.D.
Many teenagers are in search of opportunities to do heroic good deeds even on a weekday. It’s clear that our post-war generations, brought up on The Rapid Arrows with Foglar’s Blue World rules, are long gone. However, new heroes are emerging in state-of-the-art and technologically advanced strategies. One of these was Rubikon, so successful more than a decade ago, and it’s good that its creators are returning to it today. I wish them all the best in resurrecting this strategy game about goodness, honour and character, and appealing to the maturing Generations Z and Alpha.
Michal Podzimek, Civics Education teacher
Department of Philosophy
Faculty of Science, Humanities and Education of the Technical University of Liberec
Mgr. Michaela Stoilova
In school, we often look for ways to get children interested in what they are learning and connect it to their development. Play can be a great help to us in this. However, linking different play activities and planning them to pursue longer-term learning goals calls for a huge amount of time and experience. One remarkable framework for long-term, targeted learning is Rubikon, which offers simulations in a computer game environment that reflect how children work and behave in real life. At the same time, it uses engaging scenarios to present situations that children face. This gives them the opportunity to consider their options, make decisions, and also see the consequences their actions have in the game. Life in Rubikon, however, remains focused on real communication in the school, as teachers reflect on the children’s experience of the game with them in the classroom. The game thus becomes a valuable record that charts the children’s decisions and behaviour, which can be revisited and its development monitored, something I consider highly unique, especially for shaping youngsters’ personalities and instilling a system of values.
Michaela Stoilova, director, teacher and methodologist of Cyril Mooney Values Education
Mgr. Robert Lindert
The Rubikon system is an original and innovative education aid for schools, strengthening pupils’ ability to analyse life situations and come up with solutions to them. It develops thinking and empathy, a sense of responsibility for oneself and the team, community or collective. It improves pupils’ financial literacy and has great potential for improving relationships amongst the children as well as the well-being of the school. All in a non-violent and playful way, in the spirit of the principles of John Amos Comenius.
If Rubicon is brought to life, we here at Dětmarovice Primary and Nursery School would be interested in using it as part of our curriculum.
Robert Lindert, Head of the Dětmarovice Primary and Nursery School
prof. PhDr. Jan Hábl, Ph.D.
Rubikon is an interesting aid for teachers who care about building the character of their pupils and students. It offers teachers the opportunity to shape character through a game that simulates real-life situations. This state-of-the-art technology, which appeals to children, provides a meaningful alternative to the mindless use of digital devices. The virtual environment promotes the pupils’ positive development and is more effective than placing strict limits on screen time.
Discussion in the classroom combined with reflection on the gameplay gives pupils a better understanding of themselves and makes them aware of the consequences of their behaviour. The motivational aspects of the game, such as abilities influenced by real behaviour, encourage pupils’ desire to shape their own character. Rubikon makes a valuable contribution to ethics education and is worthy of a place in schools.
Jan Hábl
Department of Education and Psychology
Faculty of Education of the University of Hradec Králové
doc. PhDr. Pavel Vacek, Ph.D.
Rubikon is one of the few projects focusing primarily on nurturing a sense of morality in pupils. If – in very rare cases – moral (ehtical) topics do become part of the curriculum, they are generally unappealing and of little interest to the pupils, and are thus merely an ineffective form of moralisation. This is not just ineffectual, but even counterproductive. Building morals cannot be based on mere dos, don’ts and punishments for failing to toe the line. Unfortunately, our schools almost never take a thoughtful and age-appropriate approach to the development of students’ moral sensitivities.
However, especially the cross-cutting themes of the Framework Educational Programmes for primary and secondary schools currently give schools sufficient opportunity to include the teaching of ethics in the curriculum. In 2008, the author of these lines published a text on this topic through the Portál publishing house, entitled Rozvoj morálního vědomí žáků [The Development of Pupils’ Moral Consciousness], followed in 2013 by Psychologie morálky a výchova charakteru žáků [The Psychology of Morality and Character Education of Pupils]. The methodology of this project is universal and can be applied when teaching any subject (topic). Both experts and lay people generally agree that “something” should be done about character education.
The Rubikon project is promising in that it has a number of distinct advantages. First of all, it caters to the fact that children and youngsters have both the need and the desire to work with computers. Furthermore, it does not moralise, but confronts pupils with tasks in the form of ‘problems’, gives them the opportunity to look for alternative solutions, and works with a story that involves a strong motivational aspect (a game element). The project is flexible, enabling teachers and pupils to step outside the program into the “reality” of the classroom, school, municipality, and so on, and then jump back into the “school computer game”. Another great advantage is that it has been tested and repeatedly proven to be effective through the active involvement of a number of primary schools, which have shown great interest in signing up as project partners. This actually enables the programs to be continuously corrected and updated, as their functionality is constantly being put to the test.
Let’s hope that projects like these will receive the funding and material support they deserve, and will no longer be the exception.
Pavel Vacek
Department of Education and Psychology
Faculty of Education
University of Hradec Králové
References from pupils who have played Rubikon
Ing. Tomáš Kracík
I first encountered Rubikon as a 6th grader at a new school and was immediately impressed by its innovative approach to ethical teaching and teamwork. This game made it easier for me to fit in amongst my classmates and also allowed me to better understand the people around me – from the perspective of both their strengths and weaknesses. During activities such as the “Flood” scenario, I had the chance to observe the different approaches taken by my teammates – some focused on helping others, while others took advantage of the situation to trade in sandbags at inflated prices.
Overall, Rubikon had a significant and positive impact on my adolescent years. It helped me develop my ability to empathise and cooperate, and gave me a better understanding of the dynamics of human behaviour.
Ing. Jan Havlík
When I got the chance to participate in an educational computer game called Rubikon as a 6th grader at my school, I was excited about the opportunity.
Given when Rubikon came out, the game offered less than perfect graphics. Even so, I was impressed by how it looked and it seemed like a nice environment to play in. The game had a pleasant ambience and encouraged involvement in the various quests.
The main goal of the game was to teach us ethical values and teamwork. As I played, I was able to observe the behaviour of my classmates, which gave me a better understanding of their actions. I found this aspect of the game very rewarding.
Some of the most memorable moments were when we played out the various game scenarios with my closest friends. In the process, I forged a deeper bond with the person that is now my best friend, whom I had the chance to really get to know through Rubikon.
One of the game’s obvious weaknesses the lack of any leadership. Without a teacher to supervise and guide us, the game quickly lost its appeal and educational value. However, when played together with a teacher, the game offered a deeper insight into topics that are otherwise difficult to explain.
One must also consider that playing the game itself may not be fun enough for those not in it for the educational experience as such. They may find the game too monotonous, although this was not the case for me.
For me, Rubikon was more than just an educational tool; it was also an experience that helped me bond with my classmates and understand their behaviour. Although the game has its technical shortcomings and does require guidance, its benefits are undeniable, especially in a teaching context.