Not Just Fun and Games
Social Isolation Symposium: Stories of hope and of heartbreak
You could call me an avid tabletop gamer: I regularly paint miniatures, build 3D terrain, and host gaming events. This hobby has also spawned friendships with folks who would otherwise be socially isolated. Among my merry band of uber-geeks are a paraplegic and a few unmarried adults. Two regulars are a Star-Wars-loving, middle-aged couple of thirteen years who have faced their share of challenges. She is disabled. He scarcely makes ends meet as a night-shift security guard. Both are estranged from some of their immediate family.
A few years ago, the wife was admitted to a psychiatric treatment center after suffering an anxiety attack. On his way to visit his wife a few days later, the husband was struck by a drunk driver. Though he was not seriously injured, he became unable to work, and his only car was totaled.
Our gaming community leapt to their aid. We bought groceries and drove him to pick up medication or to visit his wife. This couple was not alone because of our mutual love of gaming and participation in its liturgies — weekly meetups at the game store or each other’s homes, sharing meals (usually pizza) while we played, and painting together. Gaming was more than fun and games. It was good for our souls.
Read more stories of hope and heartbreak in the Summer 2018 symposium on social isolation here.
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Albert Cheng, PhD, is a Cardus senior fellow and assistant professor in the Department of Education Reform at the University of Arkansas, where he directs the Classical Education Research Lab. Cheng teaches courses on the history and philosophy of education as well as education policy. His research interests include character formation, school-choice policy, faith-based schooling, and homeschooling. He serves on the governing board of Anthem Classical Academy located in Fayetteville, Arkansas, and on the editorial board for the International Journal of Christianity and Education. He is also a research affiliate of the Program on Education Policy and Governance at Harvard University. Cheng has a master’s degree in education from Biola University and taught high school mathematics in the San Francisco Bay Area after completing a mathematics degree from the University of California, Berkeley. He completed his PhD at the University of Arkansas in 2016.
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