In this activity from Técnicas Participativas para la Educación Popular participants form a collective understanding of the most urgent problems they face today and the main strengths or positive factors on which they can draw. The goal is to get the group to form a common understanding of their strategic position at a given point in time. This can be helpful for groups of people involved in different projects, or working in different parts of a project.
This is a game in which the group builds an idea by accepting and adding to the previous idea (yes, and...).
In a circle, small or large group.
- Joker asks the group to think of something good.
- When a player has an idea, they start the play by naming their good thing -- e.g. "A cup of hot coffee."
- Next player adds to it, to make it better -- "A cup of hot coffee on a cold morning."
- Third player adds -- "A cup of hot coffee on a cold morning in the mountains."
- And so on. Continue adding as long as the energy is good.
A Japanese card game which presupposes inequality both at the outset and as the game proceeds.
The players are divided into five groups:
- the very rich,
- the rich,
- the middle,
- the poor, and
- the poor bastards
Play Monopoly (or Life) with an initial distribution of wealth and income that matches the one prevailing in your society.
Prepare the game. Joker gives participants a Monopoly set and a source like Wealth Inequality in America (https://www.youtube.com/watch?v=QPKKQnijnsM) or G William Domhoff's "Wealth, Income and Power" (http://www2.ucsc.edu/whorulesamerica/power/wealth.html) and asks participants to divide the property and cash among the players in a way that mirrors the actual division of income and wealth in the United States.
I learned about the history of the japanese word 主人公 shujinko from Yurie Kumakura, a researcher of workers cooperatives in Japan. Goshu Nakanishi, one of the founders of the workers cooperative movement in Japan, used shujinko as an equivalent for protagonismo (which he may have learned from Jose Maria Arizmendiarrietta). The word is common in Zen Buddhism, where it is often translated as "Master," and the story goes that the Chinese monk Zuigan used to talk to himself while meditating, addressing himself, "Hey! Shujinko! Are you sleeping?" or "Hey! Shujinko!
I find this article very interesting. I think the overlap of online games, artificial intelligence (not discussed in this article), and theories of agency and protagonism is a fascinating area. What can we learn as educators? If we see a class or other learning process as a game, how do we sort out these various factors (e.g. weak interaction?).