A Game of Class: How I Disrupted the System at Nine
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Chapter 1: The Classroom Experiment
At the age of nine, I participated in a social experiment at school involving about thirty classmates. This activity was centered around a game of persuasion and negotiation. Each student received an envelope containing colored cards, each representing a different monetary value. The objective was to categorize ourselves into three groups: “Rich,” “Common,” and “Poor,” reflecting various social classes. After tallying up our card values, we were instructed to position ourselves in designated corners of the classroom corresponding to our assigned class.
The setup included a “marketplace” in the fourth corner of the room, where we could make trades and negotiate to improve our standing. Initially, it seemed clear that the “Rich” would remain at the top, the “Poor” would likely stay at the bottom, and the “Common” would fluctuate. Following each trading round, the “Rich” had the power to modify the rules, but they could not demote someone to a lower class without the appropriate card value.
Section 1.1: My Strategy
It was evident to me, even at that young age, that the game lacked significant movement between classes. One of my classmates, Jody, managed to convince others to help him ascend to the “Rich Class” by claiming he had a plan to make everyone wealthy. However, once he reached the top, he admitted he had no strategy, leaving those who aided him feeling frustrated.
I realized that to reach the “Rich Class,” I had to make sacrifices. I traded my dinner money, football stickers, and even a chocolate bar for different colored cards. On the tenth and final trading session, I succeeded in accumulating enough value to qualify for the “Rich Class.” Unlike Jody, I had genuine intentions to assist others in climbing the social ladder.
Subsection 1.1.1: The Big Reveal
With no viable options remaining, I stood up to share my plan with the class during the last trading session. I proposed that all cards would triple in value, allowing every participant to move into the “Rich Class.” My teacher reacted angrily, claiming my idea was a form of cheating. I countered that since I was merely altering the card values, I was not violating any established rules.
In this video titled "Amazing Inertia Experiments! | Ep. 109 Inertia | DIY Science Time," viewers can explore various inertia experiments that illustrate the principles of persuasion and negotiation, similar to our classroom dynamics.
The experiment organizer acknowledged my creativity, which was unexpected since the initial design intended for the negotiators to emerge victorious. I view myself not as an entrepreneur but as someone who seizes opportunities. When asked about the state of a glass, my response was, “Neither; it is an opportunity to take a drink.”
Section 1.2: Reflection
What do you think? Did I act dishonestly? How do you feel about the reactions from my teacher and the organizer? Please share your thoughts in the comments below.
The second video, "FORCE and MOTION | Cool Science Experiments for KIDS | Gideon's World of Science," showcases fun experiments that capture the essence of learning through engagement and collaboration, mirroring the essence of my classroom experience.
Chapter 2: Lessons Learned
After the experiment concluded, I reflected on the dynamics of power, negotiation, and social mobility. My experience highlighted the importance of creative thinking and the willingness to challenge the status quo. In that moment, I learned that sometimes, breaking the rules can lead to meaningful change.