{"id":261,"date":"2007-03-28T14:04:57","date_gmt":"2007-03-28T18:04:57","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/jreyes\/2007\/03\/28\/critical-thinking-journalgames-a-ludic"},"modified":"2007-03-29T11:16:47","modified_gmt":"2007-03-29T15:16:47","slug":"critical-thinking-journalgames-a-ludic-structure-for-problem-solvin","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/jreyes\/2007\/03\/28\/critical-thinking-journalgames-a-ludic-structure-for-problem-solvin\/","title":{"rendered":"Games: a Ludic Structure for Problem-Solving"},"content":{"rendered":"<p>\nToday I&#8217;ve decided to post a journal together with a longer paper about games. You hear all the time that we need to inject more play into education, that we need to return to childhood, etc. But why? You don&#8217;t as frequently hear why play is useful in education. People claim things like &#8220;If learning is fun, children will learn better.&#8221; I&#8217;m not sure of the connection. I suppose that if kids are engaged in learning, then they have a better chance of actually picking something new up than if they&#8217;re not trying to learn at all. That&#8217;s like saying if you look for something you have a better chance of finding it then if you don&#8217;t look at all. Sure, I buy that. But why play? By the same argument, we could just as easily pay kids to go to school and do their homework.\n<\/p>\n<p>\nOf course some people do give reasons why play is useful. In these two papers, I&#8217;m building on some insights found in a 1933 paper by Lev Vygotsky entitled <a href=\"http:\/\/www.marxists.org\/archive\/vygotsky\/works\/1933\/play.htm\">Play and its role in the Mental Development of the Child<\/a>. (Vygotsky, you may well know, is one of my current heroes.) I remind the reader that in play, you can find all sorts of higher-order thinking skills taking place. Imaginary play is a very natural, distilled, abstractly difficult thing to do. Yet kids seem to do it on their own anyway, and before they even step foot in a classroom. If taught effectively, I think play is a useful vehicle for transfer of skills and tons of that ever-so-hot interdisciplinary work that goes on nowadays. (Wait until I get my genetic algorithmic music up and running.)\n<\/p>\n<p>\n<a href=\"http:\/\/blogs.law.harvard.edu\/jreyes\/files\/2007\/03\/CCT601-2007-03-06%20Journal%204.pdf\"><img decoding=\"async\" src=\"http:\/\/blogs.law.harvard.edu\/jreyes\/files\/2006\/11\/pdf.gif\" alt=\"Journal 4\" \/> Journal 4: Methodological Doubt, Belief, and the Structure of Play<\/a><br \/>\n<br \/>\n<a href=\"http:\/\/blogs.law.harvard.edu\/jreyes\/files\/2007\/03\/CCT601-2007-03-19%20Reflection%20Paper%202.pdf\"><img decoding=\"async\" src=\"http:\/\/blogs.law.harvard.edu\/jreyes\/files\/2006\/11\/pdf.gif\" alt=\"Paper 2\" \/> Reflection Paper 2: Decision-making as Game: A Mode of Prediction and Solution <\/a>\n<\/p>\n<p>\n<a href=\"http:\/\/scholarworks.umass.edu\/peter_elbow\/\">Peter Elbow<\/a> introduced concepts of methodological doubt and belief in his book <a href=\"http:\/\/www.amazon.com\/gp\/redirect.html?ie=UTF8&amp;location=http%3A%2F%2Fwww.amazon.com%2FEmbracing-Contraries-Explorations-Learning-Teaching%2Fdp%2F0195046617&amp;tag=rabbithole0d-20&amp;linkCode=ur2&amp;camp=1789&amp;creative=9325\">Embracing Contraries: Explorations in Learning and Teaching<\/a><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.assoc-amazon.com\/e\/ir?t=rabbithole0d-20&amp;l=ur2&amp;o=1\" width=\"1\" height=\"1\" border=\"0\" alt=\"\" \/>. They&#8217;re central to his <a href=\"http:\/\/scholarworks.umass.edu\/peter_elbow\/10\/\">believing game<\/a> and doubting game. Traditionally, doubt has been used as the primary tool in critical thinking. This unbalanced attention really makes a lot of analysis blind to new insights that can be gleaned from a moment of pure, suspended disbelief. (My ego won&#8217;t let me pass up an opportunity to say that both games show up automatically in <a href=\"http:\/\/blogs.law.harvard.edu\/jreyes\/2007\/03\/10\/critical-thinking-journalsthe-coffee-mug-model\/\">my coffee mug model of classroom education<\/a>.)\n<\/p>\n<p>\nIn my first paper I remark that all games require its participants to engage in the believing game&#8212;they have to believe that the rules imposed by the game are real and that the game itself is real. There are no consequences in any game if you don&#8217;t except them. You can always pick up the ball with your hands in soccer, unless you firmly believe that you can&#8217;t. For this reason, we might frame any situation as a game.\n<\/p>\n<p>\nIn the second paper, I extend my ideas to show that framing a situation as a game can greatly improve your power to predict behavior and arrive at winning strategies by simply considering the acceptable moves in your game. To illustrate my point, I work through a problem of the type sometimes given in consulting or computer science job interviews. The example shows, additionally, how mathematical reasoning (which I believe is no different than plain, old, vanilla reasoning) can be used to solve a problem without once using &#8220;math.&#8221;\n<\/p>\n<p>\nAs always, please comment freely. I&#8217;d love to get some feedback on this stuff.\n<\/p>\n<p><font size=\"1\" color=\"#999\">Technorati Tags: <a href=\"http:\/\/www.technorati.com\/tag\/vygotsky\" rel=\"tag\">vygotsky<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/play\" rel=\"tag\">play<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/imagination\" rel=\"tag\">imagination<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/games\" rel=\"tag\">games<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/rules\" rel=\"tag\">rules<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/prediction\" rel=\"tag\">prediction<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/decision-making\" rel=\"tag\">decision-making<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/higher-order knowledge\" rel=\"tag\">higher-order knowledge<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/belief\" rel=\"tag\">belief<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/doubt\" rel=\"tag\">doubt<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/mathematical reasoning\" rel=\"tag\">mathematical reasoning<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/education\" rel=\"tag\">education<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/learning\" rel=\"tag\">learning<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/solution finding\" rel=\"tag\">solution finding<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/transfer\" rel=\"tag\">transfer<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/cognition\" rel=\"tag\">cognition<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/thinking\" rel=\"tag\">thinking<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/critical thinking\" rel=\"tag\">critical thinking<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/creativity\" rel=\"tag\">creativity<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/soccer\" rel=\"tag\">soccer<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/peter elbow\" rel=\"tag\">peter elbow<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/epistemology\" rel=\"tag\">epistemology<\/a>, <a href=\"http:\/\/www.technorati.com\/tag\/coffee mug model\" rel=\"tag\">coffee mug model<\/a><\/font><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Today I&#8217;ve decided to post a journal together with a longer paper about games. You hear all the time that we need to inject more play into education, that we need to return to childhood, etc. But why? You don&#8217;t &hellip; <a href=\"https:\/\/archive.blogs.harvard.edu\/jreyes\/2007\/03\/28\/critical-thinking-journalgames-a-ludic-structure-for-problem-solvin\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":102,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[380,1071,1353,134,136,199,246,202],"tags":[],"class_list":["post-261","post","type-post","status-publish","format-standard","hentry","category-computer-science","category-creativity","category-critical-thinking","category-education","category-mathematics","category-philosophy","category-society","category-sport"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/posts\/261","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/users\/102"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/comments?post=261"}],"version-history":[{"count":0,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/posts\/261\/revisions"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/media?parent=261"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/categories?post=261"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/jreyes\/wp-json\/wp\/v2\/tags?post=261"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}