WHAT'S A SIMULATION?:

Early in grade school most people participate in their first simulation--a fire drill, to learn more about what to do should a mass exit be necessary. Fire drills, like other simulations tell us something (although not everything) about what to do in a specific situation. The drill takes a slice of reality and focuses only on that. Or consider flight simulators, used by pilots when learning to fly a plane. A flight simulator reproduces the circumstances and control of air flight exactly, except for one key difference--it is on the ground. As in all simulations, time is compressed and all is safe. Experimentation is encouraged because mistakes in a simulated setting produce no ill effects.

PROCEDURE:

1. You will form small groups at different tables and receive the rules for a very easy card game--one no one has played before. You will have a few minutes to study the rules and begin practicing at your table.

2. Then the rules are taken away and from that time on, there will be no verbal communication--no speaking, writing, or signing of words.

3. A tournament begins and some will move to other tables. After four or five rounds, the tournament is over, and so is the class session.

4. During the next class period, you will discuss what happened and what it meant with the group.

Here a list of questions to give you possible ideas to think about. By no means feel compelled to answer all of them; if itÐs a single question that fascinates you, fine. Or maybe these questions will lead you to create your own questions, and that's, of course, ideal. Whenever possible, relate the implications of your answers to M.Butterfly.

1. Was a mystery or illusion of some sort unraveled?

2. What specific real-life situations does this simulation suggest? Choose one these real-life situations. What are the underlying causes of the problems or difficulties?

3. What does this simulation suggest about what to do when you are in a similar situation in the real world?

4. What did you do during the game which "worked" for you?

5. What are the basic major and minor parallels between the simulation and HwangÐs play? Consider every single detail of the simulation you can think of (such as number of players in a group, shifting from table to table, frustration level, etc.)

6. Think about how you felt during the simulation experience. Try completing the following phrase, "I feel _____ because _____ ." Can you draw a meaningful comparison between your feelings, and those of the character you are playing?

7. When you notice a violation of a rule, do you tend to attribute it to the ignorance of others?

8. If such violations persist, do you suspect dishonesty?

9. Do expectations and prejudices contribute heavily to your reaction to violations of rules?

10. Is there something to be said for the idea that:

    The more similar two cultures (or people) are, the greater the shock when the discrepancies are discovered.

11. Do you agree or disagree that cultural friction, or just friction in general, is aggravated by communication breakdowns?

12. Is it easier to face frustration when you have a partner near you?

13. Is the following statement true or false?

    When there is a cultural clash (i.e. a difference), people tend to give up easily rather than fight.

14. Do groups look for an external arbitrator when they are unable to communicate with each other?

15. Do people who communicate effectively usually get their way?

16. Do people become easily embarrassed about having to communicate in unconventional modes?

17. Would this experience (simulation) be useful for other plays as well?

Differently phrased from those questions above, but the idea behind them is identical--to spark your imagination in drawing connections between the simulation experience and Hwang's play.

1. What if the play of the game lasted for a longer period of time?

2. What if a more complex game than "Five Tricks" were used?

3. What if the level of competition were intensified during the tournament?

4. What if the players were permitted to talk to each other?

5. What if the players were permitted to talk but each culture used the same worlds to give different meanings (e.g. “AceÝ means “5Ý instead of ®1Ý)?

6. What if each team had one hundred people in it?

7. What if each card game took several hours (or days) to master?