ABSTRACT
In this chapter I show how participants in a series of activities can explore for themselves the strategies they employ when they have to solve complex problems. The vehicle for these problems is the well-known Prisoner’s Dilemma – a scenario that examines, in detail, the intractable nature of interpersonal relationships, and the complications attendant on the choice between self-interest and the common good. The problem simulations that I derive from the Prisoner’s Dilemma are content-free, are very easy to explain and operate, and can be handled by individuals at their own level of analysis and complexity. This allows them to be used with a wide range of age groups and ability levels. I have used them in this way on many occasions and I comment on the sort of outcomes that can be expected from them, and the sorts of discussion that can be engendered. I also endeavour to set the exercises in context, with suggestions about lead-in and follow-up work. The whole provides a course of study that allows an in-depth, hands-on consideration of tough choices.
The activities themselves, which are described in detail, are all designed to occupy class sizes, and are of two main types. First there are small group activities – bead games – where the class is divided into a series of individual contests. Second, there are whole-class activities, where everyone participates in one large decision-making contest. The beauty of using the Prisoner’s Dilemma as a teaching ploy is that its matrix representation easily allows the development of further simulations. The ways that these, and other non-zero-sum matrix games, can be used as teaching devices is discussed at the end of the chapter.
I have found the whole set of activities rewarding and enjoyable for both myself and my students. This chapter gives me the opportunity to present my findings, and convey my enthusiasm for this flexible, simple, yet all-embracing approach to problem-solving.
