Last episode, we looked at the various ways in which games can both improve our theoretical understanding of human psychology and of learning, and also at how they can be used practically to improve people's lives. In this episode, I want to discuss a particular practical application of games, and that is in so-called Reacting to the Past.
Reacting to the Past is a type of live role-playing game where each participant plays a character from a particular historical time and place. For example, the setting may be the French revolution, and players would take the roles of King Louis XVI, Lafayette, Robespierre, and others. Each player's (secret) objective is in line with what those personages wanted to happen historically - for example, Louis XVI's aim is to crush the revolution and preserve the monarchy, whereas Robespierre aims to overthrow the monarchy, institute universal male suffrage, and end slavery in French colonies.
On every conceivable measure, Reacting to the Past games have been shown scientifically to be superior to traditional classes. The effects are so numerous as to be hard to list. Students come out of Reacting to the Past games with:
improved public speaking; greater resilience in the face of failure; improved leadership and team-working skills; greater acceptance of the role of fortune and randomness in life; a stronger (actual) social network, and friends for life; greater capacity for empathy; a more positive attitude to their studies; increased self-esteem, even while their narcissism reduces; and much deeper and more solid knowledge of history than those taking part in traditional classes on the same material.It's remarkable!
In the episode, I go through the way that the classes are run and the benefits that they bring, and I compare them to the ordinary student experience. I also share the ideas behind *why* this pedagogical approach seems to work so well. I hope you can join me in enthusiasm for this teaching method.
Enjoy the episode.
