Abstract

Philosophical concepts are easier to teach and to learn if students can directly manually and visually manipulate the objects instantiating them. What is needed is a philosophy laboratory in which students learn by experimenting. Games are highly idealized yet concrete structures able to instantiate abstract concepts. I show how to use the Game of Life (a computerized cellular automaton "game") to teach concepts like: individuation; supervenience; the phenomena / noumena distinction; the physical / design / and intentional stances; the argument from design; and models for Leibnizian monads. Such formal games are good ways to use computers to teach philosophy.