This course features class exercises to each meeting to let students experience the theoretical material from lectures and literature. Develop one class exercise to replace one that you felt was not entirely suitable.

  • I am going to add a game to the group games that were presented in the course about  Industrial Ecology and Evolution.

There could be two groups, which will represent a state condition (such as we say heaven and hell) and a group being inbetween:

  1. Green group:  To belong to this group you will have to have at least 3 of the following features:
  • Be poor
  • Have a low speed, but less polluting car
  • Buy ecologically friendly stuff and only when needed, e.g. old ones are defective or non functional  (never follow fashion by buying new clothes, don’t buy new gadgets that are available in the market)
  • Live on a 1 room house

        2.  Golden group:  To belong to this group you mustn’t have more than 1 of green group’s            features and have at least 3 of the following features:

  • Be wealthy
  • Have fancy high speed and high emissions car
  • Buy every new gadget on the market
  • Don’t care about water scarcity (e.g. have a huge swimming pool)
  • Have several houses, spending a lot of energy and water to preserve them
  • Own an oil company
  • Own a diamond mine
  • Be the largest seal oil and leather producer

3.  Yellow group:  When students have equal features of the above groups.

These features are going to be in cards and during the whole game everyone must hold 4 cards in their hands.  In every round every person has the right to exchange from 0 up to 2 cards.  The exchange must be approved by 3 or 4 people, who are going to be the government.  In order to approve it, students can try to convince them by using bribery (promise them a percentage of the card they will obtain or get rid off) or try to create lobbies with them. (E.g. if there are 45 people and 5 are the government, then there must be 60 cards with attributes from the green group and 60 cards with attributes from the golden group).

The game might seem a bit vague, because it doesn’t focus on a specific industrial sector (e.g. energy, automobile, etc), but it could be interesting.  The purpose of the game is to see what people will try to achieve in what cost and how different actors interact. Will they try to remain in the green group or get rid of their cards and get into golden group, because life seems more tempting to them?

P.S. Of course the attributes I chose for group 1 and group 2 by no means try to depicture reality, e.g. wealth doesn’t mean being against the environment.

  • Another game that could be changed is the one about culture as a coordinative mechanism.

It would be very interesting if we would indeed bring unaware students from the university, brought up in different continents (ok, not necessarily!  Even being from different countries is sufficient.), not knowing what the lesson is about and interview them in a way that is not revealing the purpose of the interview.  That would require that students have already prepared their questionnaire before class.  So, it either could be that some questionnaires are selected to be asked or one (or a combination) is selected and the same one is asked to all students.

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