as, “What is man’s essential nature?“—failed to provoke sufficient enthusiasm. However, concrete ethical
dilemmae—such as, “What would you do if a person was falsely imprisoned?”“—led to a lively debate.

After each question was discussed, we passed the name plaques to other students so that everyone had an
opportunity to represent several philosophies. During the discussion, the prepared summary was essential to
refresh students’ memories and to prompt students who felt more comfortable reading a prepared statement.
Occasionally, students needed to be reminded to stay in character when responding to a question, but almost as
frequently “Voltaire” and “Rousseau” needed to be cautioned against coming to blows over their disagreements.

“The Philosophy Game” was the most effective in stimulating students to analyze both course material and
their own lives. Student interest was demonstrated by their topical choices for term papers and in topics dis-
cussed during the final review session. The students also commented that the game clearly defined distinct
ideas, so they felt better prepared for exams.

| soon found that I could use games to convey (read: protect, if you must) my own sensitivities. Hearing
that students in another Humanities section had described Ibsen’s Hedda Gabler as “a bitch and a slut,” I was
determined to demonstrate the notion of social tragedy, lest any of my students slander one of my childhood’s
few female role models. “The Hedda Gabler Game” simply asked students to create discussions between Hedda
and her husband. The first discussion was to take place‘in their parlour during the late 19th century, the second
discussion was to take place in our town during the‘late 20th century, and the third discussion was to take place
on a space station in the 23rd century. Although the game only called for six active players, the entire class fully
participated in analyzing why these three couples seemed so very different. The game facilitated an exploration
of contemporary, as well as 19th century, concepts about human equality. Questions about personal freedom in
any society naturally arose from the discussion.

The most ambitious geme I created was “The Greek Drama Game” which would be used to demonstrate
the transformation of artistic and social ideas. After lecturing on the Athenian polis and Greek dramatic forms, I
asked students to create a Greek drama based on recent news events.

Class was divided into (1) players who reenacted an event, (2) the chorus which commented on the back-
ground of the story, the unfolding elements, and the moral message, and (3) the audience which thoroughly dis-
cussed the presentation. This game was successful in making students aware of the Greek forms in contrast to
later neo-Classical revivals. This game relied heavily on students performing without intervention from the in-
structor, and that proved to be its weakness. Without the instructor to overtly guide the play, the students were
hesitant to respond in the game format.

All of the games allowed the students to manipulate ideas and gave them an opportunity to contribute to
the class in unexpected ways. Applying their own imaginations, intuitions, and insights enhanced the educa-
tional experience. Furthermore, the games challenged some students to use more mature thinking and learning
styles. The games concept can be tailored to enrich most of the course material in introductory Humanities
courses.

For those who might want to “play around” with the idea, let me offer three suggestions. The first is from
the students: give the class warning and specific assignments in preparation for a game. The second two are
from me. First, the instructor's role in any game should include inherent leadership and should be structured as
part of the teaching process. Second, any summary material that you prepare for a game should be educational
and ensure full participation and smooth play.

 

 

Betty Jo Kramer
Yavapai College

For further information, contact the author at Yavapai College, 1100 East Sheldon Street, Prescott, AZ 86301.

 

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Suanne D. Roueche, Editor 9
February 22, 1985, Vol. Vil, No. 6
INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin,

Austin, Texas 78712, (512) 471-7545. ° Subscriptions are available to nonconsortium members for $35 per year. Funding in part by the W.K. Kellogg
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© The University of Texas at Austin, 1985
Further duplication is permitted only by MEMBER institutions for their own personnel ISSN 0199-106X