What is Empathetic Reenactment

This chapter explores the limits of simulations for university-level historical education. The authors develop an alternative gamic mode more fit for purpose by focusing on epistemology and procedural rhetoric. This chapter will start by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught at the post-secondary level. The manner in which history is taught will be contrasted with its evaluation in order to better define what students are actually expected to learn. The simulation will be then examined in the light of learning goals and evaluation. This will demonstrate that simulations are in fact a poor fit for most post-secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric, using games that mirror the structure of the historical argument.