What is play intelligence? In one way a challenging question, but is such a question enough? Let’s bring in another. ”Are we, when we use our intelligence in fact playing?” Either way, for both questions, this can be their defining moment.
What defines us as human is not our knowledge and our power, but our possibilities. Deep down we are creatures who celebrate and play with possibilities. We embrace possibilities, we seek them. We are creatures who play, and have been doing so since the minute we got here.
“Play is changing, and how we perceive and use play- is changing. Play is already emerging into the “mainstream” of our educational systems and whether we are aware of it or not, we are encouraging and embracing it.”
Yet, how do we recognize and measure this? What impact will this have on our education, and our society? Play is emerging beyond its own perceived boundaries, and into areas unimagined a few years ago.
New research is documenting this phenomenon and in the process is redefining our understanding of what is fundamentally going on with human play “homo ludens”. This new research focuses on the quintessential purpose of play. And points directly at an “intelligent” meaning in play, even to the point that play is intelligence itself.
“To understand something simple, can in some cases involve complex though necessary explanation. For example, there is a major difference in explaining the concept of democracy in Denmark and explaining the concept of democracy today in Libya. Here the answer is not necessary one of learning; the answer is one of “unlearning”.
In the case of children in China and for that matter the world, the priority is weighted towards play, learning and unlearning. In the case of the adults and teachers who are working with the children the priority should be weighted in favour of “play and unlearning” It is better to unlearn what we already know. Children are already very good at this. They are not so attached to what they know and therefore it is easier for them to learn something new. They are far better observers than adults and therefore as Einstein said, make the best researchers. Adults tend to identify with what they know and therefore it is important for adults (teachers) to learn how to observe again. As Kierkegaard once said, in the process of helping others we need to let go of all our preconceptions of what we know. Future teachers can achieve this by unlearning. Play is simple and natural, as is intelligence. Yet to understand them both involves detailed analysis.
Read more about the Meta Model.
Find out what the Emergence model can do.
See what new paradigm Play Intelligence introduce.
For a deeper understanding of the Pedagogical Theory.