Abstract of Anvendelighed af epistemiske spil med narrative forløb i en evangelisk luthersk formidlingskontekst by Knud W. Skov, studentno.: 20032794 The usability of epistemic games with narrative passages in the context of evangelical Lutheran communication On basis of the narrative means of communication which are used by epistemic games, I search to problematize and evaluate if the communication in these games can be used to communicate evangelical Lutheran understanding of Christianity with focus on coming to believe and growth in belief. After bypassing the learning style based way of understanding intelligence by Howard Gardner, I turn to Pierces understanding of semiotic signs as elements of communication and in that perspective also intelligence. Further in that line I include the thoughts of R. Schank of how intelligence means being able to reuse previous learned narratives indexed in gists. This leads to an examination of the thoughts forwarded by J. P. Gee on how to introduce a person into a semiotic domain. In that perspective he claims that computer games in general introduces young and old into such domains as a part of learning the real life in a game. Further on D. Shaffer criticizes Gee for not being strict enough, as he trough the term epistemic frames limits epistemic games to be just about those games, which not only introduces into semiotic domains, but also has the feature of being true, when it comes to real-time and real-world likeness. By that he reduces the number of epistemic games to a very narrow group. I don’t think he is right, but continue with referring to both, as these two have set the standard for videogames used for learning. Therefore I use Gees list of standards for epistemic games to be useful for education with the addition of Shaffers claim. I the list I among others mention the player identification with the role in the game. Then I turn to the narrative element. After moving briefly through the history of theory of narratives, I touch the element of time in narratives and then turn to the element of mythical narratives. Here I examine the main understanding of J. Campbells “The Hero With a Thousand Faces”. After having presented his cyclic understanding of the monomyth, I turn to Propp and Greimas in their attempt to understand and simplify the morphology of narrative, especially tales. In the presentation of their theories, I examine specially the role of the Hero in both the actant-model and in the transformationmodel. These theories give an understanding of the basic elements in tales as ground narratives, and thereby I am able to go to the evangelical Lutheran Christianity. In that view I turn to Confessio Augustana and the understanding of God, Man, Christ and revelation found there as well as in a few Lutheran writings. That show, that although the natural revelation is open and viewable for all men, the special revelation are only viewable to those, whom God decides to give the Holy Ghost. In the conclusive remarks, I note that there are some elements of evangelical Lutheran learning that can be given through epistemic games, but as the element of identification is very basic in the role game play, I conclude that, though Christ can be said to follow a route like a Hero in the world, this route is not meant to be followed by man, and therefore not to be played as an identification-game. Nobody expects that you have to be a looser to win the game! At the same time I conclude that the semiotic way of thinking from Pierce has both ontological and narratological aspects that make this ontology able to both describe the world and the way in which human understanding can perceive communication from a divine and transcendent being.