Larp 的仪式是否与其他形式的魔法实践有所区别?就形式属性而言,J. 图马斯·哈维艾宁(J. Tuomas Harviainen)的探讨认为 larp 和后现代混沌魔法两种实践是“相同的”;它们都涉及到划定特定的时间和空间,以便转换身份和参与扮演游戏。哈维艾宁讨论了 D. W. 温尼科特(D.W. Winnicott)和安娜·玛丽亚·里祖托(Ana-Maria Rizzuto)的工作,强调支撑游戏的过程是人类从婴儿期开始围绕着的实践,孩子们经常将幻想投射到物体上,这些物体后来得以成长为想象的实体。
另一方面,游戏学者多丽丝·C.鲁施(Doris C. Rusch)和安德鲁·M.菲尔普斯(Andrew M. Phelps)将游戏描述为一种“心理魔法”,他们认为游戏是玩家可以通过虚构的视角执行具有深刻意义行为的仪式空间。他们断言,“象征性行为特别有助于通过身体经验的可感知性,想象出新的存在方式,利用身体和心智之间的强大互动。”作者强调了游戏后的反思复盘,对于这些想象和赋予意义的变革过程至关重要。
蝙蝠侠效应(The Batman Effect)和普罗米修斯效应(The Proteus Effect)
创建并扮演一个“角色”在角色扮演游戏之外的许多活动中也都有发生。D. W. 温尼科特提出,通过想象性的游戏,孩子们以一种与平日在社会中扮演的角色(孩童)相比更加真实的方式表达自己。此外,研究者们研究了创造替代性自我的现象:某人设想并扮演的某种人格特质,这种人格可以更好地处理压力、挑战甚至是创伤性的状况。当替代自我是执行挑战性任务的人格时,一些人似乎更能够控制自己的表现。在他们关于替代自我如何影响儿童“坚持行为”的研究中,雷切尔·E·怀特(Rachel E. White)等人创造了“蝙蝠侠效应”(The Batman Effect)一词。他们发现,采用第三人称视角处理任务的儿童表现出的坚持度高于第一人称的参与者,但这两组都不及扮演如蝙蝠侠这样具有强大特质的替代自我的参与者。这种技术在教育角色扮演(edu-larp)理论和实践中也很常见;例如,丹麦寄宿学校 Østerskov Efterskole 的学生们经常被要求在角色扮演场景中扮演专业人士,以此来培养他们在领导力方面的感知能力和自我效能。
这个理论框架是 Sarah Lynne Bowman 关于角色扮演游戏的治疗和教育潜力的更大的人种学研究项目的一部分。该项目于 2020 年 6 月由奥斯汀社区学院机构研究审查委员会批准,由 Jean Lauer 博士监督。本文中表达的观点和观点是作者的观点和观点,并不一定反映奥斯汀社区学院的观点或政策。Sarah 衷心感谢所有参与这项研究的人,他们通过提供自己的专业知识,帮助她完善了对这些主题的思考。特别感谢 Doris Rusch, Lauri Lukka, Lars Kristian Løveng Sunde, Sanne Harder, Michael Freudenthal 和 Mo Holkar 对早期草稿的深刻反馈。
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Cover photo: Photo by Stefan Keller, Kellepics on Pixabay, cropped.
This article was published in the Knutepunkt companion book Book of Magic and is published here with permission. Please cite this text as:
Bowman, Sarah Lynne, and Kjell Hedgard Hugaas. 2021. “Magic is Real: How Role-playing Can Transform Our Identities, Our Communities, and Our Lives.” In Book of Magic: Vibrant Fragments of Larp Practices, edited by Kari Kvittingen Djukastein, Marcus Irgens, Nadja Lipsyc, and Lars Kristian Løveng Sunde, 52-74. Oslo, Norway: Knutepunkt.
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