Active Learning: “The Ch’ing Game”

- 114 ACTIVE LEARNING: "THE CH'ING GAME” Thcrtias Fisher La Trobe University Hsien magistrates hearing criminal cases, Yangchow merchants buying influence, a bondservant writing a palace memorial, the Ch'ien-lung Emperor touring Kiangsu....Such elements, among others, constitute the "Ch'ing Game," a sophisticated classroom exercise that involves students in the active understanding of 18th century elite Chinese society and politics. The "Ch'ing Gama," conceived by Robert Oxnam, confronts players with the simulated tasks of administering the Great Ch'ing realm and trying to climb the ladder of social success. The simulation does not revolve around winning and losing or the recreation of specific historical events. Rather, it requires the creative performance of stereotypical roles within a highly structured frame­ work. In preparing for the "Game," students read extensively in Ch'ing history in general and intensively on the role they are to take. In performing their roles, which range frcm those of the eirperor and high central government officials down through the lower bureaucracy, local gentry, and merchants, they supplement the passive dimensions of learning through lectures, reading, and note-taking by acting on their knowledge. There are three major components of the "Ch'ing Game." The first is static, calling for a thorough knowledge of elite roles and of Ch'ing systems, such as social, economic, legal, and administrative. These constitute the "givens," or factors that are known before the Game is actually played. The second component is dynamic: within the parameters of these roles and systems, players must respond authentically to specific situations over which they have no control and have no foreknowledge. At the beginning of each of the five rounds of play, certain players receive instructional round cards. Each card - 115 sets in motion a series of events that transcends the "life" of the individual recipient. For example, a burglary deprives one family of sane of its anti­ cipated incane and at the same time puts pressure on the district magistrate to solve the case efficiently or risk demotion by the Board of Personnel, which periodically evaluates his or her performance in office. The third component is conventional. To make the "Game" proceed smoothly and at a con­ siderably faster pace and in a drastically more simplified manner than Ch'ing reality, certain conventions are adopted. These include collapsing three years of administrative time into each round, introducing a "cost of living" factor, and holding examinations only at the rarified chin-shih level. Playing the "Game" is logistically complex and time-consuming. It is neces­ sary to have up to half a dozen assistants to administer it, and since each round takes about two hours, I have found it preferable to play it in one very long day or over two. It is physically exhausting and emotionally draining for serious participants and, in try opinion, should constitute the focal point of a course. Reading, lectures, discussions, and written assignments can be directed towards the final execution of the "Gams" and a post-morton evaluation. Hie "Ch'ing Gane" is not without problems, both in structure and execu­ tion. In addition, it is terribly difficult for 20th century Western students to simulate life in a hierarchical, low-technology society. Nevertheless, the "Game" presents a fine opportunity to act on intellectually acquired knowledge in a creative and authentic manner. One beleaguered district magistrate, for instance, knowing that she could not solve the above-mentioned torglary with­ in the statutory tine limit, arrived at an expedient not unknown to Ch'ing officials. She simply sent a report to the governor stating that unfortunately the culprit had died while attempting to escape from jail. She was promoted on the next round. - 116 Hie present edition of Qxnam's "Ch'ing Game" handbook can be obtained for $2.00 from: Council on International and Public Affairs, 60 East 42nd Street, New York, NY 10017. I am presently preparing revisions to be in­ corporated into the next edition of the "Game" and would be happy both to share some of my suggestions with potential users and to receive carments fran those who have employed the "Garre" in their own teaching. [Address: Department of History, La Trobe University, Bundoora, victoria...