dimanche 26 mars 2017
jeudi 13 mars 2008
Games and Education
UNESCO/FIDJIP, 2000
Context
Our society lives even on this moment a great techno-linguistics revolution : the mechanisation of the privileged forms of the human communication, thanks to the electronic processing of information. Today, pedagogic policies have to be based more on free production, exchanges and information flows. Internet makes it possible to do simply, practically, permanently and cheaply the exchange between schools of various countries.
Services off line, CD ROMs allow to constitute collections of educational, cultural and ludic titles and to consult them with its suitability without passing by the filter of a server.This is why we propose to create under the aegis of UNESCO a CD-ROM "Games and Education" which will be used as teaching support for pupils, families and teachers. It will make it possible to prepare schools with the launching of the "UNESCO ludic WebSite" intended mainly for the stimulation of inter-school exchanges and intercultural, with the diffusion of informations in the fields of Education, Culture, Sciences and the scientific popularisation.
II. Justification of the project
a) Current situation
The great parlour games belong to the most perfect creations of human engineering. Almost all children know Chess and the Ladies ; much of children from Asia are interested by Go ; African children play Mancala (more than two hundred alternatives exist : Akonga, Awele, Toguz Khorgol, Wali, etc…).Teachers and parents can use this quasi-spontaneous motivation of children for the great parlour games in order to arouse their interests for scholar disciplines.
Thus Chess make it possible to children to accomplish enthralling travels in the time, during 2500 years, and in the space. Indeed, several games of strategy of hunting (Fox and hens, Hnefatef etc…) were known in Europe before the arrival of Chess. It is in Vst. century before Jesus-Christ that in India Asthtapada appears, game of chance reasoned with the apron with 64 boxes. Later, one played on this plate with the chataranga, whose four armies are placed at the four angles (king, elephant, horse, ship and four pawns - infantrymen). Towards 450 after Jesus-Christ, the new game expresses its immense influence in Persia, the structure of the play becomes the one we know. When Arabs conquered Persia, they discovered and transmitted the set of Chess to Europe, where it begins its triumphal functioning.
Chess are not only one game to play : it is also a game to think and dream. Thus some authors start, as of the XIIIst century end, to compose no longer of the novels but of true treaties which are interpretations morals, legal or philosophical of the set of Chess. The most famous is the "Liber de moribus hominum" written by italian dominican Jacques de Cessoles, kind of political treaty of ethics where each part of the game is associated with a class or social category. This work has quickly been translated into french (Game of Chess moralised) and then adapted or imitated in the major of vernaculars languages.Such an original work in its way of presenting the didactic and moral contents aroused the very sharp interest in the french nobility, worried by the education and the intellectual training of its children. Evrard de Conty in "Book of Chess in love" replaced this lesson at the same time in a flexible and well-articulated unit, connected to the exercise of the fascinating games of Chess.
Indeed, intellectual games support the formation of creative imagination and internal discipline, spirit of observation and reflection, strengthen character and memory, give a great esthetic pleasure, are useful for a harmonious development.
The Chinese game, Weiqi which is more known under the Japanese denomination Go, was already very widespread since Vst. century before Jesus-Christ. Under Han, (206 before J.-C.). It became a game of awakening to military strategy : one mentions well before this date the existence of Masters, specialised in his teaching, divided into three categories. Under Tang, at the VIIIst. century, one establishes an honorary title of the imperial Academy reserved to the art of Weiqi.
The richness of the game of Go largely overflows the strictly ludic field since it enables him to be also an astonishing model of analysis of laws and socio-economical and military behaviours. Today, many specialists in Asia are convinced that it is in qualities and clean virtues of a game like Go, as a cultural and behaviourist model, that it is necessary to see also an explanation of the emergence of economic success of Japan, Korea, and China on the scale of Earth.
It appears thus probable that the origin of a vast family of intellectual games Mancala (Akonga, Awele, Toguz Khorgol, Wali etc.) go up around 4000 years before Jesus-Christ. First less powerful than the game of Go on many plans, Awele has however the merit to be easier access, faster to play, less stressing and probably more " funny ".
This selection of the great parlour games must be supplemented by others traditional and modern games widespread (Domino, Scrabble, Archery, Badmington, etc…). They cause the quasi-spontaneous motivation of children able to be transformed into interest for scholar disciplines and with the desire of communication and information exchanges with children of others countries.
b) Expected results
The CD-ROM "Games and Education" will have the following components :LUDIC. Versions of the sets of Chess, Ladies, Mancala and certain modern games (within the limit of the authorization of the holders of the intellectual property) with the possibilities of playing easily by Internet, E-mail or by traditional correspondences.
HISTORY. Illustrated stories of these games with pictures selections, the extracts of works literary, historical, teaching and philosophical from various times and countries. History of a game will be used as discussion thread to tell and explain history of various civilizations and countries.
GEOGRAPHIC. Reports and accounts abundantly illustrated on children life and schools from various countries and their ludic and creative activities, on their geographical environment.
LITERACY. The CD-ROM will contain an illustrated anthology and literary extracts of works from various times : Amphis, " Players of dice " (ancient Greece, comedy), Alexander Pouchkine " the Queen of spades " (1833), Fedor Dostoievski " the player " (1867), Vladimir Nabokov " The defence of Loujine " (1930), etc. One will publish the extracts of contemporary works in the forms authorized by the royalty: Yasunari Kawabata " the Master or the Tournament of Go" (1975), Hermann Hesse "Set of glass shots" (1942), Stefan Zweig "The player of chess" (1943), etc…
ARTISTIC. Works relating to games : "scenes of play of senet" (Egypt, from 2000 before J.C.), "paintings on manuscript of the Shah-name" (XI century Iranian epic), Lucas de Leyde "the Part of chess" (1508), Pierre Bruegel "Children's games" (1560), George de la Tour, "the cheater" (1630), Auguste de Saint-Aubin "Games of the Small Rascals of Paris" (1770), Francisco de Goya "the Puppet" (1792), etc…These works give the opportunity of historical and cultural comments.
CULTURAL. It is known that the sultan, at the court of Grenade, already in 1408, gave spectacles of alive chess. Since, hundreds of alive parts were conceived giving place to very diverse events. Thus a spectacle on the great place of Marostica, close to Venice, is organized each year in September.
MATHEMATIC. Children need to pass by practical activities before reaching theoretical activities. Then, they appear easily in the theory if their advance were respected. Several games thus help to be familiarized with the handling of numbers. Games always have elements that make it possible to draw up a relationship between ludic activity and mathematical concepts. The ludic practice can help children with implant mathematical concepts and thus be used as starting point with the development of its mathematical culture.
PEDAGOGIC. This component will contain recommendations on the practical methods of the use of games as teaching support. CD ROM "Games and Education" will contain the UNESCO Documentation, created within the frameworks of programs "Education for all", "Project 2000+", etc…
MULTIMEDIA. CD ROM will contain models of Internet sites for Schools, Associations and Clubs, personal pages for pupils in order to facilitate their participation in the activities of the "UNESCO Ludic WebSite" intended mainly for the stimulation of inter-scholar exchanges and the diffusion of information in the fields of Education, Culture, Sciences and scientific popularisation.
c) UNESCO Participation
ince its foundation, UNESCO endeavours to promote the world information exchange in the education field. It gathers information on the most outstanding aspects of education and redistributes it by way of its network including almost 40.000 organizations and institutions. This exchange finality is to share ideas, to make progress innovation and reforms, to support the international co-operation in the education field.The request and the use of the UNESCO's documents and publications increase year by year. At present, with the aim of improve services rendered to all those which are concerned with education, UNESCO calls upon new technologies in order to reinforce its information exchange function of touching a larger audience and reducing the costs of distribution. It organizes the intellectual co-operation at the world level around problems arising from their applications.UNESCO wants to fully play its role of organization with intellectual vocation, to advance reflections in the field of its competence for better managing its actions. To this end it develops in a number and quality the networks of the experts on whom it presses, reinforces and improves the co-operation with international NGO. The participation of the ONG in the work of UNESCO constitutes an average privileged person for the Organization to associate people with its work ; particularly intellectual and scientific qualified circles, just as representative movements of public opinion feels concerned with the development of education, science, culture and communication in the world.The UNESCO's documents and publications will be largely used in CD ROM "Games and Education", the "Ludic UNESCO WebSite" will be lodged by UNESCO's provider.
d) Participation of the FIDJIP
The FIDJIP, International Federation of the JIP system (Intellectual Games of Purchasing), association of French law known as of 1901, has the role to stimulate and reinforce imagination and creativity by the pleasure and the interest of the intelligent games for all. It is at the same time an international federation of the JIPTO ; an association for amateurs of artistic and creative activities ; an association for the gifted child ; a network of experts of JIP system.This federation was organised during the international Forum on the scientific and technological culture for all which was held in July 1993 with the Secretariat of UNESCO, by specialists in educational games on the initiative of Mr. Colin Power, then Assistant Director-General of UNESCO. Prof Grigori Tomski, detached expert at UNESCO since 1992, is given the responsibility to coordinate the activities of the FIDJIP. Its activities correspond to the program of the development of the scientific and technological culture for all (Project 2000+) and other programs of UNESCO. Pr. Tomski, according to its post office description to UNESCO, can devote 50% of its work time to the dependent activities with JIP System. The UNESCO and the FIDJIP co-operation in the field of multi-media contribute concretely and effectively to the association of innovations to the teaching evolutions.
Pr. Grigori Tomski was a former Chief of the mathematical pulpit of cybernetics of the University of Yakoutsk (Russian Federation) and of a division of the data processing of the Academy of Science of the Russian Federation. Its team of creation of works multimedia counts also M. Jerome Socie, who works with Pr. Tomski at UNESCO since 1997 and Francoise RIFF, managing company "JIPTO International", publisher of the FIDJIP and other general-purpose specialists.They produced two CD-ROMs :"JIPTO, cultural and formative values", "Nature and Culture of Yakutia". And Internet sites :"The FIDJIP", "The World of JIPTO" (http://www.jipto.com/). The FIDJIP thus has all creative and technical competences to realise this project.
Context
Our society lives even on this moment a great techno-linguistics revolution : the mechanisation of the privileged forms of the human communication, thanks to the electronic processing of information. Today, pedagogic policies have to be based more on free production, exchanges and information flows. Internet makes it possible to do simply, practically, permanently and cheaply the exchange between schools of various countries.
Services off line, CD ROMs allow to constitute collections of educational, cultural and ludic titles and to consult them with its suitability without passing by the filter of a server.This is why we propose to create under the aegis of UNESCO a CD-ROM "Games and Education" which will be used as teaching support for pupils, families and teachers. It will make it possible to prepare schools with the launching of the "UNESCO ludic WebSite" intended mainly for the stimulation of inter-school exchanges and intercultural, with the diffusion of informations in the fields of Education, Culture, Sciences and the scientific popularisation.
II. Justification of the project
a) Current situation
The great parlour games belong to the most perfect creations of human engineering. Almost all children know Chess and the Ladies ; much of children from Asia are interested by Go ; African children play Mancala (more than two hundred alternatives exist : Akonga, Awele, Toguz Khorgol, Wali, etc…).Teachers and parents can use this quasi-spontaneous motivation of children for the great parlour games in order to arouse their interests for scholar disciplines.
Thus Chess make it possible to children to accomplish enthralling travels in the time, during 2500 years, and in the space. Indeed, several games of strategy of hunting (Fox and hens, Hnefatef etc…) were known in Europe before the arrival of Chess. It is in Vst. century before Jesus-Christ that in India Asthtapada appears, game of chance reasoned with the apron with 64 boxes. Later, one played on this plate with the chataranga, whose four armies are placed at the four angles (king, elephant, horse, ship and four pawns - infantrymen). Towards 450 after Jesus-Christ, the new game expresses its immense influence in Persia, the structure of the play becomes the one we know. When Arabs conquered Persia, they discovered and transmitted the set of Chess to Europe, where it begins its triumphal functioning.
Chess are not only one game to play : it is also a game to think and dream. Thus some authors start, as of the XIIIst century end, to compose no longer of the novels but of true treaties which are interpretations morals, legal or philosophical of the set of Chess. The most famous is the "Liber de moribus hominum" written by italian dominican Jacques de Cessoles, kind of political treaty of ethics where each part of the game is associated with a class or social category. This work has quickly been translated into french (Game of Chess moralised) and then adapted or imitated in the major of vernaculars languages.Such an original work in its way of presenting the didactic and moral contents aroused the very sharp interest in the french nobility, worried by the education and the intellectual training of its children. Evrard de Conty in "Book of Chess in love" replaced this lesson at the same time in a flexible and well-articulated unit, connected to the exercise of the fascinating games of Chess.
Indeed, intellectual games support the formation of creative imagination and internal discipline, spirit of observation and reflection, strengthen character and memory, give a great esthetic pleasure, are useful for a harmonious development.
The Chinese game, Weiqi which is more known under the Japanese denomination Go, was already very widespread since Vst. century before Jesus-Christ. Under Han, (206 before J.-C.). It became a game of awakening to military strategy : one mentions well before this date the existence of Masters, specialised in his teaching, divided into three categories. Under Tang, at the VIIIst. century, one establishes an honorary title of the imperial Academy reserved to the art of Weiqi.
The richness of the game of Go largely overflows the strictly ludic field since it enables him to be also an astonishing model of analysis of laws and socio-economical and military behaviours. Today, many specialists in Asia are convinced that it is in qualities and clean virtues of a game like Go, as a cultural and behaviourist model, that it is necessary to see also an explanation of the emergence of economic success of Japan, Korea, and China on the scale of Earth.
It appears thus probable that the origin of a vast family of intellectual games Mancala (Akonga, Awele, Toguz Khorgol, Wali etc.) go up around 4000 years before Jesus-Christ. First less powerful than the game of Go on many plans, Awele has however the merit to be easier access, faster to play, less stressing and probably more " funny ".
This selection of the great parlour games must be supplemented by others traditional and modern games widespread (Domino, Scrabble, Archery, Badmington, etc…). They cause the quasi-spontaneous motivation of children able to be transformed into interest for scholar disciplines and with the desire of communication and information exchanges with children of others countries.
b) Expected results
The CD-ROM "Games and Education" will have the following components :LUDIC. Versions of the sets of Chess, Ladies, Mancala and certain modern games (within the limit of the authorization of the holders of the intellectual property) with the possibilities of playing easily by Internet, E-mail or by traditional correspondences.
HISTORY. Illustrated stories of these games with pictures selections, the extracts of works literary, historical, teaching and philosophical from various times and countries. History of a game will be used as discussion thread to tell and explain history of various civilizations and countries.
GEOGRAPHIC. Reports and accounts abundantly illustrated on children life and schools from various countries and their ludic and creative activities, on their geographical environment.
LITERACY. The CD-ROM will contain an illustrated anthology and literary extracts of works from various times : Amphis, " Players of dice " (ancient Greece, comedy), Alexander Pouchkine " the Queen of spades " (1833), Fedor Dostoievski " the player " (1867), Vladimir Nabokov " The defence of Loujine " (1930), etc. One will publish the extracts of contemporary works in the forms authorized by the royalty: Yasunari Kawabata " the Master or the Tournament of Go" (1975), Hermann Hesse "Set of glass shots" (1942), Stefan Zweig "The player of chess" (1943), etc…
ARTISTIC. Works relating to games : "scenes of play of senet" (Egypt, from 2000 before J.C.), "paintings on manuscript of the Shah-name" (XI century Iranian epic), Lucas de Leyde "the Part of chess" (1508), Pierre Bruegel "Children's games" (1560), George de la Tour, "the cheater" (1630), Auguste de Saint-Aubin "Games of the Small Rascals of Paris" (1770), Francisco de Goya "the Puppet" (1792), etc…These works give the opportunity of historical and cultural comments.
CULTURAL. It is known that the sultan, at the court of Grenade, already in 1408, gave spectacles of alive chess. Since, hundreds of alive parts were conceived giving place to very diverse events. Thus a spectacle on the great place of Marostica, close to Venice, is organized each year in September.
MATHEMATIC. Children need to pass by practical activities before reaching theoretical activities. Then, they appear easily in the theory if their advance were respected. Several games thus help to be familiarized with the handling of numbers. Games always have elements that make it possible to draw up a relationship between ludic activity and mathematical concepts. The ludic practice can help children with implant mathematical concepts and thus be used as starting point with the development of its mathematical culture.
PEDAGOGIC. This component will contain recommendations on the practical methods of the use of games as teaching support. CD ROM "Games and Education" will contain the UNESCO Documentation, created within the frameworks of programs "Education for all", "Project 2000+", etc…
MULTIMEDIA. CD ROM will contain models of Internet sites for Schools, Associations and Clubs, personal pages for pupils in order to facilitate their participation in the activities of the "UNESCO Ludic WebSite" intended mainly for the stimulation of inter-scholar exchanges and the diffusion of information in the fields of Education, Culture, Sciences and scientific popularisation.
c) UNESCO Participation
ince its foundation, UNESCO endeavours to promote the world information exchange in the education field. It gathers information on the most outstanding aspects of education and redistributes it by way of its network including almost 40.000 organizations and institutions. This exchange finality is to share ideas, to make progress innovation and reforms, to support the international co-operation in the education field.The request and the use of the UNESCO's documents and publications increase year by year. At present, with the aim of improve services rendered to all those which are concerned with education, UNESCO calls upon new technologies in order to reinforce its information exchange function of touching a larger audience and reducing the costs of distribution. It organizes the intellectual co-operation at the world level around problems arising from their applications.UNESCO wants to fully play its role of organization with intellectual vocation, to advance reflections in the field of its competence for better managing its actions. To this end it develops in a number and quality the networks of the experts on whom it presses, reinforces and improves the co-operation with international NGO. The participation of the ONG in the work of UNESCO constitutes an average privileged person for the Organization to associate people with its work ; particularly intellectual and scientific qualified circles, just as representative movements of public opinion feels concerned with the development of education, science, culture and communication in the world.The UNESCO's documents and publications will be largely used in CD ROM "Games and Education", the "Ludic UNESCO WebSite" will be lodged by UNESCO's provider.
d) Participation of the FIDJIP
The FIDJIP, International Federation of the JIP system (Intellectual Games of Purchasing), association of French law known as of 1901, has the role to stimulate and reinforce imagination and creativity by the pleasure and the interest of the intelligent games for all. It is at the same time an international federation of the JIPTO ; an association for amateurs of artistic and creative activities ; an association for the gifted child ; a network of experts of JIP system.This federation was organised during the international Forum on the scientific and technological culture for all which was held in July 1993 with the Secretariat of UNESCO, by specialists in educational games on the initiative of Mr. Colin Power, then Assistant Director-General of UNESCO. Prof Grigori Tomski, detached expert at UNESCO since 1992, is given the responsibility to coordinate the activities of the FIDJIP. Its activities correspond to the program of the development of the scientific and technological culture for all (Project 2000+) and other programs of UNESCO. Pr. Tomski, according to its post office description to UNESCO, can devote 50% of its work time to the dependent activities with JIP System. The UNESCO and the FIDJIP co-operation in the field of multi-media contribute concretely and effectively to the association of innovations to the teaching evolutions.
Pr. Grigori Tomski was a former Chief of the mathematical pulpit of cybernetics of the University of Yakoutsk (Russian Federation) and of a division of the data processing of the Academy of Science of the Russian Federation. Its team of creation of works multimedia counts also M. Jerome Socie, who works with Pr. Tomski at UNESCO since 1997 and Francoise RIFF, managing company "JIPTO International", publisher of the FIDJIP and other general-purpose specialists.They produced two CD-ROMs :"JIPTO, cultural and formative values", "Nature and Culture of Yakutia". And Internet sites :"The FIDJIP", "The World of JIPTO" (http://www.jipto.com/). The FIDJIP thus has all creative and technical competences to realise this project.
The JIPTO for all system
© Grigori TOMSKI, UNESCO/FIDJIP, 1997
1. Introduction
The JIPTO system is a series of methods used succesfully in Siberia to stimulate creativity through education games ('Jeux Intellectuels de poursuite de Tomski'). There are more and more JIPTO enthusiasts in Europe and the United States. The main components of this education system are:
1) early exposure of children (aged 4 to 6) to intellectual sport through 'Sonor' and other JIPTOs;
2) making the pieces and board using local craft traditions;
3) introduction to technical creativity by making pieces and boards both mechanical and electronic;
4) taking part in the organization of competitions to improve organizochanal and public speaking skills.
5) performance analysis to improve players' standards;
6) analysis of game positions and strategies by elementary mathematical methods.
It is fascinating to create a new game, to launch and to watch its theoty develop. True JIPTO specialists and enthusiasts choose the game for the elegance and intelligibility of its theory. That game then becames one of their favorite pastimes.
During the International Forum on Scientific and Technological Literacy for All held in July 1993 at UNESCO Headquarters, specialists and enthusiasts of the JIPTO system decided to set up the Fédération internationale du Système JIPTO (FIDJIP).
In this article, we shall explain how that federation can take part in the development of scientific
and technological literacy for all.
2. Birthplace of JIPTOs
Virtually unremitting warfare in the Turkish-Mongol region compelled several groups to move out in search of a more peaceful place to live. We still do not know today, however, when and how the first horse-riding people speaking Turkic and Mongoloid dialects found the extensive pastures in the Lena and Viluy valleys, so far away from the Southern Siberian steppes.
The indigenous population, who lived by hunting and reindeer-bree- ding in the taiga, the tundra and the mountains, allowed the newcomers to settle in the wide fields that they did not need. They traded furs for crafts and metal work. Well before the arrival of the Russians in the seventeenth century, the descendants of these Turkic and Mongoloid groups and part of the Tungusic and Paleo-Asiatic tribes had formed a new people, the Sakha. So my people was born, better known hitherto by the corrupt form of the name, Yakuts, who today number more than 400,000 and occupy a vast area more than 3,000,000 km² in North-West Siberia.
For a long time, the land of the Sakha (Yakutiya) was a 'fortress without walls' for the Sakha and the other indigenous peoples who lived there, mainly because of its extremely harsh climate. Temperature can plummet to -70°C in winter and soar 40°C in summer. The Sakha were cut off from other Turkic and Mongoloid peoples before the latter embraced the Muslim and Buddhist religions.
In this isolation, the Sakha people's cultural and intellectual develop- ment was to take a highly distinctive course, preserving very ancient traditions that have long disappeared from Central Asia and Mongolia.The epic Sakha poems often have tens of thousands of lines and are full of scenes of the chase. The verses were recited and the words of the characters chanted over several evenings. This activity was a powerful source of joy and comfort in the long, cold darkness of the Arctic night. Small wonder, then, that the Sakha greet the arrival of summer and the blossoming of nature with extraordinary festivities.
The festival (Yassyakh), which lasts for several days during the second half of June, is, in my opinion, the expression of those 'ceremonial games' that, to quote Roger Caillois 'are a feature of nearly all great civilizations'. Being long untouched by outside word and retaining the patterns of development of the ancient South Siberian civilizations, the Sakha culture treated this annual
event with great solemnity. The festival starts with a traditional ceremony conducted by Tangra priests (white shamans). At one time, Tangarism was a religion that spread as far as the Balkans.
All sorts of competitions are then held. Archery, two or three types of wrestling, three types of jumping, horse racing and competitions of leaders of round-dances can last
several days.
Games inspired by the Great Summer Festivals are occasionally held in nursery and primary schools in winter. Because of climatic conditions, people regularly play mentally challenging games. Draughts, known to the Turkic and Mongoloid peoples since time immemorial, is very popular.
I often used to devote my free time to the invention of intellectual games in which I endeavoured to combine the Sakha's passion for games of pursuit with my scientific and educational activites.
My favorite JIPTO, 'Sonor', very quickly became popular in our Repablic, whose population is scattered over an area six times the size of France. The Ministry of Education of the Sakha Republic decided to introduce JIPs in all nersery schools. The Ministry of Youth and Sport set up the 'Sonor' Federation. Public opinion and the press in our Republic recognized that 'Sonor' had
become the national educational game of the Sakha and a feature of our modern culture.
3. The board and the pieces
Anyone can make a cloth or paper 'Sonor' board (mat) and pieces (draughts pieces may be used initially).
Draw a 30 x 40 cm rectangle.
Mark the starting-point of the 'pursuer' in the middle of the ghort right-hand of the rectangle.
Mark the starting-points of the five 'fugitives' on the left-hand side of the rectangle.
Draw tree lines, 1 cm, 10 cm and 19 cm away from the rigth-hand side of the rectangle.
There must be six pieces for the 'fugitive' (one held in reserve) and two pieces for the 'pursuer'(one held in reserve).
The base of the pieces must be round: it is used as a means of measurement when the pieces are moved. They can move in any direction (no squares are drawn on the board). The recommended diameter is 2 cm.
You can start to play by marking out the board on paper or cardboard, using neutral pieces, but above all, do not forget that an attractive board and pieces relevant to dally life (cottage industry, family history) constitute one aspect of the game's interest for children's hands and eyes. In Siberia, the pieces used represent characters or animals from legends or well-known children's stories.
For France the theme of the fox and hens would strike a chord with children, or a wolf ond five Red Riding Hoolds, a Pied Piper of Hamelin and childrin, five wild horses and a trainer trying to get close to them.
It is useful to have several sets of pieces available: the child chooses the set that strikes its fancy
at a particular moment.
Sakha pieces are crafted locally of carved wood, mammouth ivory, reinder antlers, cut stone, etc.
A board that is pleasing to the eye and touch could be made of cloth with embroidered lines or areas marked off by strips of cloth of different colours (patchwork), painted wood, coloured leather, etc.
4. Basic rules
Aim of the game. The 'fugitivs' try to reach the other side of the board without being touched by the 'pursuer': the latter tries to capture the 'figitives' as far away as possible from its own side, i.e. before they cross lines III, II and even, if possible, I.
Moves. A move is made in one or more consecutive steps. A step is made as follows: press the piece to be moved so that it is immobilized on the board; put the reserve piece next to and
touching it, facing the chosen direction; then remove the first piece, wich in turn becomes the 'reserve' for the next move. At the beginning of the game, each 'fugitive' takes a step or stays still. Next, the 'pursuer' maker one move consisting of two steps. Then comes the turn of the 'fugitives' again, and so on.
In the version described above, the pieces used are same size, wich means that the 'pursuer' moves at twice the speed of 'fugitives'. The 'pursuer' is often as big as the 'fugitives', in which case the players make moves consisting of the same number of steps.
Capture. A 'fugitive' which prevents the 'pursuer' from moving foward or touches
it after the latter has moved forward is captured and removed from the play area.
Points. Each 'fugitive' which manages to touch line I, II or III before being captured, scores a point for each line reached (in other words, if it reaches line I, it scores 1 point, if it reaches line II, it scores 2 points and if it reaches line III, it scores 3 points).
After the first half of the game, the players exchange pieces and play the second half. The winner is determined by comparing the scores of the 'fugitives' in these two halves of the game. If there is a draw, the winner is the one who has moved the most 'fugitives' up to the line III. If this rule does not suffice, other conditions may be introduced.
5. Practical advice
At the beginning of a game, it is preferable to speed up the movement of the pieces a little. The 'fugitives' may be allowed to make moves of a few steps; the 'pursuer' will then be entitled to respond by twice as many steps as any 'fugitive'. The procedure is as follows: before playing, the 'fugitives' state the maximum number of steps desired; the 'pursuer' may then either accept
that proposal ar set the maximum number of steps at a lower figure. This decision is final - none of the 'fugitives' is entitled to overstep this set maximum number of steps, while the 'pursuer' cannot make more than twice that number of steps.
This procedure speeds up the beginning of the game considerably. Very soon, the 'fugitives' are moving in single steps as the time comes to make shrewd manoeuvres.
To shorten a game, two halves may be played simultaneously on two boards. The player who moves 'fugitives' forward on one board must of course move the 'pursuer' forword on
the other.
Many families have a visually attractive version of the 'Sonor' game, which is a real luxury item and an ornament to the home. Children aged 3 to 4 who see adults and older children
playing, enjpy handling the pieces, which often represent animals.
They often ask adult to play xith them. Small children do not, of course, start to play immediately according to the rules set out above, but they are gtadually drawn into the game.
It is enough to show a 5- or 6-yeard old the game two or three times and to play with him or her occasionally.
One may start off with only two 'fugitives'. First, the child learns about the movement of the pieces, then the purpose of the game, and then he or she starts to think about improving performance.
The game described above is something like draughts, except that in JIPTO a piece may be moved in any direction (in draughts, movement is possible in two derections only). Whereas
the number of games in chess or draughts is very large but finite, in JIPTO, with very simple rules, the number of games is infinite. This explains the rich strategic potential of JIPTOs.
6. The JIPTO system
The JIP system encompasses all the different methods of stimulating children's creativity through JIPTO games. Uere is how it is played by enthusiasts.
Nursery and primary-school children. Early exposure of children (aged 4 to 6) to intellectual sport by means of the 'Sonor' and other JIPTO games. The chid plays 'Sonor' at early age finds it easy to learn to play chess and other intellectual games.
From their first contact with the game, small children learn the appropriate verses, songs and riddles for the characters whom the pieces in the game represent. Through the game, children discover their surroundings and native culture and begin to develop language skills. The game
also helps them to learn number and geometry.
Secondary-school children. Development of a centre of interest for the child. It has been very
often shown that play, closely linked to exploratory behaviour and curiosity, is the driving force of learning and discovery. Children who have experience of these games and the exploration that they entail are capable of finding many things interesting in traditional educational curricula, in their environment and the media. This centre of interest, being sufficienly multi-faceted and varied, often enables them to put acquired knowledge to immediate use.
Then comes the time when the child starts to analyse the games played to improve his or her standart of play. This is the phase of analytical activity and metal gymnastics; this is already research: observation of games, analysis of different situations, conjecture, and formulation of ever more sophisticated strategies. JIP games can even be played with a pen and transparent
perforated ruler and a record kept on paper. JIP enthusiasts can work out mathematical rules for optimum moves in certain game situations. This kind of research encourages children to deepen and broaden the knowledge they gain at school more effectively than does the mere
repetition of ordinary lessons. A good grouding in mathematics is acquired through such research, even in the even of failure to demonstrate the hypothesis formulated or even if the hypothesis is false.
The infinite world of JIPs also affronds many opportunities for basic learning about computer programming.
Artistic and manual creativity. It is important for children to make the pieces and the boards, because they like to play with games that they have made themselves. It is an opportnuty to co-operate with others, to design and complete projects and the experiment; they produce games based on an idea of their own, of several children or of the family; parents may intervence to provide guidance, to help them to think things through or to point out problems. This manual
activity brings children into contact with different types of materials, develops their sensory capacities and gives their imagination free rein.
7. Conclusion
FIDJIP was organized on the initiative of l'UNESCO and its Project 2000+ Secretariat for the devlopment of scientific and technological literacy for all with a view to promoting
JIPTO games that draw on elementary mathematical theory.
This theory forms a unique branch of modern mathematics that is within the grasp of secondary-school teachers and pupils. Accordingly, elements of that theory are beginning to be included in mathematics syllabuses in specialized secondary schools.
Traditional intellectual games that have been played for centuries are unfortunately based on abstract patterns. That prevents those children from being introduced to them at a very young age. Even the grand masters, for example, admit that they started playing chess around the age 11. Several new games also rely on potential pattern. It is important, however, to expose children to intellectual games as early as possible.
JIPTO games are perfectly suited to that purpose because they model real or invented activities of pursuit.
Advanced JIPTO players can use mathematics to work out optimum action rules for specific game situations. If a given proposition based on analysis of games played or a specially
directed experiment has not been formulated before, research into ways of demonstating it is one of the most interesting and difficult forms of scientific activity.
Competitions by correspondence may be organized in ten or more stages, using the Olimpic method, with many participants from different countries taking part in JIPTO games with a small number of moves? That will facilitate the rapid spread of these games, bonding among players and axchanges of experience. The fees paid by participants in these competitions will normally provide the necessary resources for holding ordinary competitions for more gifted JIPTO players - 'JIPTO artists and masters'.
FIDJIP would also like to hold an international competition on solving elementary theory of pursuit of pursuit problems. Wide dissemination of JIPTOs result in the devlopement of the elementary theory of pursuit by the most active JIP enthusiasts, mathematics teachers, and particularly gifted students and pupils. We might then call this new phenomenon 'popular mathematics".
1. Introduction
The JIPTO system is a series of methods used succesfully in Siberia to stimulate creativity through education games ('Jeux Intellectuels de poursuite de Tomski'). There are more and more JIPTO enthusiasts in Europe and the United States. The main components of this education system are:
1) early exposure of children (aged 4 to 6) to intellectual sport through 'Sonor' and other JIPTOs;
2) making the pieces and board using local craft traditions;
3) introduction to technical creativity by making pieces and boards both mechanical and electronic;
4) taking part in the organization of competitions to improve organizochanal and public speaking skills.
5) performance analysis to improve players' standards;
6) analysis of game positions and strategies by elementary mathematical methods.
It is fascinating to create a new game, to launch and to watch its theoty develop. True JIPTO specialists and enthusiasts choose the game for the elegance and intelligibility of its theory. That game then becames one of their favorite pastimes.
During the International Forum on Scientific and Technological Literacy for All held in July 1993 at UNESCO Headquarters, specialists and enthusiasts of the JIPTO system decided to set up the Fédération internationale du Système JIPTO (FIDJIP).
In this article, we shall explain how that federation can take part in the development of scientific
and technological literacy for all.
2. Birthplace of JIPTOs
Virtually unremitting warfare in the Turkish-Mongol region compelled several groups to move out in search of a more peaceful place to live. We still do not know today, however, when and how the first horse-riding people speaking Turkic and Mongoloid dialects found the extensive pastures in the Lena and Viluy valleys, so far away from the Southern Siberian steppes.
The indigenous population, who lived by hunting and reindeer-bree- ding in the taiga, the tundra and the mountains, allowed the newcomers to settle in the wide fields that they did not need. They traded furs for crafts and metal work. Well before the arrival of the Russians in the seventeenth century, the descendants of these Turkic and Mongoloid groups and part of the Tungusic and Paleo-Asiatic tribes had formed a new people, the Sakha. So my people was born, better known hitherto by the corrupt form of the name, Yakuts, who today number more than 400,000 and occupy a vast area more than 3,000,000 km² in North-West Siberia.
For a long time, the land of the Sakha (Yakutiya) was a 'fortress without walls' for the Sakha and the other indigenous peoples who lived there, mainly because of its extremely harsh climate. Temperature can plummet to -70°C in winter and soar 40°C in summer. The Sakha were cut off from other Turkic and Mongoloid peoples before the latter embraced the Muslim and Buddhist religions.
In this isolation, the Sakha people's cultural and intellectual develop- ment was to take a highly distinctive course, preserving very ancient traditions that have long disappeared from Central Asia and Mongolia.The epic Sakha poems often have tens of thousands of lines and are full of scenes of the chase. The verses were recited and the words of the characters chanted over several evenings. This activity was a powerful source of joy and comfort in the long, cold darkness of the Arctic night. Small wonder, then, that the Sakha greet the arrival of summer and the blossoming of nature with extraordinary festivities.
The festival (Yassyakh), which lasts for several days during the second half of June, is, in my opinion, the expression of those 'ceremonial games' that, to quote Roger Caillois 'are a feature of nearly all great civilizations'. Being long untouched by outside word and retaining the patterns of development of the ancient South Siberian civilizations, the Sakha culture treated this annual
event with great solemnity. The festival starts with a traditional ceremony conducted by Tangra priests (white shamans). At one time, Tangarism was a religion that spread as far as the Balkans.
All sorts of competitions are then held. Archery, two or three types of wrestling, three types of jumping, horse racing and competitions of leaders of round-dances can last
several days.
Games inspired by the Great Summer Festivals are occasionally held in nursery and primary schools in winter. Because of climatic conditions, people regularly play mentally challenging games. Draughts, known to the Turkic and Mongoloid peoples since time immemorial, is very popular.
I often used to devote my free time to the invention of intellectual games in which I endeavoured to combine the Sakha's passion for games of pursuit with my scientific and educational activites.
My favorite JIPTO, 'Sonor', very quickly became popular in our Repablic, whose population is scattered over an area six times the size of France. The Ministry of Education of the Sakha Republic decided to introduce JIPs in all nersery schools. The Ministry of Youth and Sport set up the 'Sonor' Federation. Public opinion and the press in our Republic recognized that 'Sonor' had
become the national educational game of the Sakha and a feature of our modern culture.
3. The board and the pieces
Anyone can make a cloth or paper 'Sonor' board (mat) and pieces (draughts pieces may be used initially).
Draw a 30 x 40 cm rectangle.
Mark the starting-point of the 'pursuer' in the middle of the ghort right-hand of the rectangle.
Mark the starting-points of the five 'fugitives' on the left-hand side of the rectangle.
Draw tree lines, 1 cm, 10 cm and 19 cm away from the rigth-hand side of the rectangle.
There must be six pieces for the 'fugitive' (one held in reserve) and two pieces for the 'pursuer'(one held in reserve).
The base of the pieces must be round: it is used as a means of measurement when the pieces are moved. They can move in any direction (no squares are drawn on the board). The recommended diameter is 2 cm.
You can start to play by marking out the board on paper or cardboard, using neutral pieces, but above all, do not forget that an attractive board and pieces relevant to dally life (cottage industry, family history) constitute one aspect of the game's interest for children's hands and eyes. In Siberia, the pieces used represent characters or animals from legends or well-known children's stories.
For France the theme of the fox and hens would strike a chord with children, or a wolf ond five Red Riding Hoolds, a Pied Piper of Hamelin and childrin, five wild horses and a trainer trying to get close to them.
It is useful to have several sets of pieces available: the child chooses the set that strikes its fancy
at a particular moment.
Sakha pieces are crafted locally of carved wood, mammouth ivory, reinder antlers, cut stone, etc.
A board that is pleasing to the eye and touch could be made of cloth with embroidered lines or areas marked off by strips of cloth of different colours (patchwork), painted wood, coloured leather, etc.
4. Basic rules
Aim of the game. The 'fugitivs' try to reach the other side of the board without being touched by the 'pursuer': the latter tries to capture the 'figitives' as far away as possible from its own side, i.e. before they cross lines III, II and even, if possible, I.
Moves. A move is made in one or more consecutive steps. A step is made as follows: press the piece to be moved so that it is immobilized on the board; put the reserve piece next to and
touching it, facing the chosen direction; then remove the first piece, wich in turn becomes the 'reserve' for the next move. At the beginning of the game, each 'fugitive' takes a step or stays still. Next, the 'pursuer' maker one move consisting of two steps. Then comes the turn of the 'fugitives' again, and so on.
In the version described above, the pieces used are same size, wich means that the 'pursuer' moves at twice the speed of 'fugitives'. The 'pursuer' is often as big as the 'fugitives', in which case the players make moves consisting of the same number of steps.
Capture. A 'fugitive' which prevents the 'pursuer' from moving foward or touches
it after the latter has moved forward is captured and removed from the play area.
Points. Each 'fugitive' which manages to touch line I, II or III before being captured, scores a point for each line reached (in other words, if it reaches line I, it scores 1 point, if it reaches line II, it scores 2 points and if it reaches line III, it scores 3 points).
After the first half of the game, the players exchange pieces and play the second half. The winner is determined by comparing the scores of the 'fugitives' in these two halves of the game. If there is a draw, the winner is the one who has moved the most 'fugitives' up to the line III. If this rule does not suffice, other conditions may be introduced.
5. Practical advice
At the beginning of a game, it is preferable to speed up the movement of the pieces a little. The 'fugitives' may be allowed to make moves of a few steps; the 'pursuer' will then be entitled to respond by twice as many steps as any 'fugitive'. The procedure is as follows: before playing, the 'fugitives' state the maximum number of steps desired; the 'pursuer' may then either accept
that proposal ar set the maximum number of steps at a lower figure. This decision is final - none of the 'fugitives' is entitled to overstep this set maximum number of steps, while the 'pursuer' cannot make more than twice that number of steps.
This procedure speeds up the beginning of the game considerably. Very soon, the 'fugitives' are moving in single steps as the time comes to make shrewd manoeuvres.
To shorten a game, two halves may be played simultaneously on two boards. The player who moves 'fugitives' forward on one board must of course move the 'pursuer' forword on
the other.
Many families have a visually attractive version of the 'Sonor' game, which is a real luxury item and an ornament to the home. Children aged 3 to 4 who see adults and older children
playing, enjpy handling the pieces, which often represent animals.
They often ask adult to play xith them. Small children do not, of course, start to play immediately according to the rules set out above, but they are gtadually drawn into the game.
It is enough to show a 5- or 6-yeard old the game two or three times and to play with him or her occasionally.
One may start off with only two 'fugitives'. First, the child learns about the movement of the pieces, then the purpose of the game, and then he or she starts to think about improving performance.
The game described above is something like draughts, except that in JIPTO a piece may be moved in any direction (in draughts, movement is possible in two derections only). Whereas
the number of games in chess or draughts is very large but finite, in JIPTO, with very simple rules, the number of games is infinite. This explains the rich strategic potential of JIPTOs.
6. The JIPTO system
The JIP system encompasses all the different methods of stimulating children's creativity through JIPTO games. Uere is how it is played by enthusiasts.
Nursery and primary-school children. Early exposure of children (aged 4 to 6) to intellectual sport by means of the 'Sonor' and other JIPTO games. The chid plays 'Sonor' at early age finds it easy to learn to play chess and other intellectual games.
From their first contact with the game, small children learn the appropriate verses, songs and riddles for the characters whom the pieces in the game represent. Through the game, children discover their surroundings and native culture and begin to develop language skills. The game
also helps them to learn number and geometry.
Secondary-school children. Development of a centre of interest for the child. It has been very
often shown that play, closely linked to exploratory behaviour and curiosity, is the driving force of learning and discovery. Children who have experience of these games and the exploration that they entail are capable of finding many things interesting in traditional educational curricula, in their environment and the media. This centre of interest, being sufficienly multi-faceted and varied, often enables them to put acquired knowledge to immediate use.
Then comes the time when the child starts to analyse the games played to improve his or her standart of play. This is the phase of analytical activity and metal gymnastics; this is already research: observation of games, analysis of different situations, conjecture, and formulation of ever more sophisticated strategies. JIP games can even be played with a pen and transparent
perforated ruler and a record kept on paper. JIP enthusiasts can work out mathematical rules for optimum moves in certain game situations. This kind of research encourages children to deepen and broaden the knowledge they gain at school more effectively than does the mere
repetition of ordinary lessons. A good grouding in mathematics is acquired through such research, even in the even of failure to demonstrate the hypothesis formulated or even if the hypothesis is false.
The infinite world of JIPs also affronds many opportunities for basic learning about computer programming.
Artistic and manual creativity. It is important for children to make the pieces and the boards, because they like to play with games that they have made themselves. It is an opportnuty to co-operate with others, to design and complete projects and the experiment; they produce games based on an idea of their own, of several children or of the family; parents may intervence to provide guidance, to help them to think things through or to point out problems. This manual
activity brings children into contact with different types of materials, develops their sensory capacities and gives their imagination free rein.
7. Conclusion
FIDJIP was organized on the initiative of l'UNESCO and its Project 2000+ Secretariat for the devlopment of scientific and technological literacy for all with a view to promoting
JIPTO games that draw on elementary mathematical theory.
This theory forms a unique branch of modern mathematics that is within the grasp of secondary-school teachers and pupils. Accordingly, elements of that theory are beginning to be included in mathematics syllabuses in specialized secondary schools.
Traditional intellectual games that have been played for centuries are unfortunately based on abstract patterns. That prevents those children from being introduced to them at a very young age. Even the grand masters, for example, admit that they started playing chess around the age 11. Several new games also rely on potential pattern. It is important, however, to expose children to intellectual games as early as possible.
JIPTO games are perfectly suited to that purpose because they model real or invented activities of pursuit.
Advanced JIPTO players can use mathematics to work out optimum action rules for specific game situations. If a given proposition based on analysis of games played or a specially
directed experiment has not been formulated before, research into ways of demonstating it is one of the most interesting and difficult forms of scientific activity.
Competitions by correspondence may be organized in ten or more stages, using the Olimpic method, with many participants from different countries taking part in JIPTO games with a small number of moves? That will facilitate the rapid spread of these games, bonding among players and axchanges of experience. The fees paid by participants in these competitions will normally provide the necessary resources for holding ordinary competitions for more gifted JIPTO players - 'JIPTO artists and masters'.
FIDJIP would also like to hold an international competition on solving elementary theory of pursuit of pursuit problems. Wide dissemination of JIPTOs result in the devlopement of the elementary theory of pursuit by the most active JIP enthusiasts, mathematics teachers, and particularly gifted students and pupils. We might then call this new phenomenon 'popular mathematics".
The cultural and educational value of the JIPTO game
© Grigori Tomski (UNESCO), Tatiana Kuzmina (University Paris Nord)
International Toy Seminar, GREC- UPN, 9-14 Novembre 1997 (Ludoland/Centre Universitaire de la Charent), p. 71-72.
Today JIPTO's players are about 100 000. Everybody, including children 5 or 6 years old, is entitled to play JIPTO. Besides, the game is of high interest for adults.
On the final process of destrying chess as a sport, computers are powerless against JIPTO. Because of the innumerable available positions in that game, it will need centuries of researches for mathematicians to conceive a JIPTO-winning programm.
As a result of the simplicity of the rules and the infinite complexity of the game, JIPTO has been welcomed with greatist interest in Yakutia where intellectual games like checkers ans chess count many adepts.
Pedagogical studies surveyed by soviet researchers on the educational value of chess had already paved the way for JIPTO being introduced in the schools.
Through the siberian experiment it has been demonstrated that the field, pedagogicaly speaking, for JIPTO, in prime infancy. JIPTO offers children a game of escape ans purchase with they can freely enlive with their own imagination and creativity. JIPTO is an initiation to intellectual games, a way of stimulating children's creativity, it also helps to learn number ans geometry.
At first, the logical problems of JIPTO cath the child's curiosity. Then it is possible to introduce ans guide him through scientifical reserches on elementary mathematical theories of the pursuit. In Yakutian schools, JIPTO is becoming onr the major axis of the activity. JIPTO has revealed great efficiency in artistical and linguistical education. From their first contact with the game, small children learn the appropriate verses, songs and riddles for the characters whom the pieces in the in the game repesent.
International Toy Seminar, GREC- UPN, 9-14 Novembre 1997 (Ludoland/Centre Universitaire de la Charent), p. 71-72.
Today JIPTO's players are about 100 000. Everybody, including children 5 or 6 years old, is entitled to play JIPTO. Besides, the game is of high interest for adults.
On the final process of destrying chess as a sport, computers are powerless against JIPTO. Because of the innumerable available positions in that game, it will need centuries of researches for mathematicians to conceive a JIPTO-winning programm.
As a result of the simplicity of the rules and the infinite complexity of the game, JIPTO has been welcomed with greatist interest in Yakutia where intellectual games like checkers ans chess count many adepts.
Pedagogical studies surveyed by soviet researchers on the educational value of chess had already paved the way for JIPTO being introduced in the schools.
Through the siberian experiment it has been demonstrated that the field, pedagogicaly speaking, for JIPTO, in prime infancy. JIPTO offers children a game of escape ans purchase with they can freely enlive with their own imagination and creativity. JIPTO is an initiation to intellectual games, a way of stimulating children's creativity, it also helps to learn number ans geometry.
At first, the logical problems of JIPTO cath the child's curiosity. Then it is possible to introduce ans guide him through scientifical reserches on elementary mathematical theories of the pursuit. In Yakutian schools, JIPTO is becoming onr the major axis of the activity. JIPTO has revealed great efficiency in artistical and linguistical education. From their first contact with the game, small children learn the appropriate verses, songs and riddles for the characters whom the pieces in the in the game repesent.
UNESCO EDUCATION NEWS
No. 12, March - May 1998
SONOR (Basic JIPTO)
UNESCO SOURCESN 70 - JUNE 1995
SONOR - meaning "chase" in the Sakhlanguage - is making its way to Paris with a competition at Headquarters on 3 may as part of UNESCO's Projet 2000+,promoting scientific and technological education. The math game, which can be made at home, was inspired by traditional Siberian hunting techniques. It is now a favourite among herder, hunters ans kids in the sakha Republic wthere it has been incorpotated within the region's primary school curriculum, according to its inventor, Grigori Tomski of UNESCO's education sector. In addition to the competition organized with UNESCO's Childrens'Club, a second session was for adults at the Academie diplomatique internationale in Paris.
UNESCO/CNN, 1995
Toys and Games: Sonor (Basic JIPTO)
In the Repablic of Yakoutia situed in Russian Federation the love of gaming is instilled in the very young. The relatively small indiginous population of the country has tutned to intellectual games as a diversion from the severe climate conditions of the region, situated north-east of Siberia.
The games they play fall into the category of "intellectual games of pursuit", coinciding with their hunting traditions.
A new game of this kind has recently been created. It's calles "Sonor", and its inventor is Grigori Tomski, a Yakoutia native, mathematics professor, and education expert at UNESCO.
Grigori Tomski: "I wanted to became a sailor like my father with whom I often sailled on the Lena river. But when I was thirteen, I happened on a book of math and logic games, which I read and re-read with great pleasure. Perhaps, that's why I later became a specialist in the mathematical theory of games."
The rules of "Sonor" go something like this: The game is played on a cloth rectangle. On one side is the "pursuer" and on the other, the five "fugitives". The goal of the fugitives is to reach any or all of the three lines on the board to gain points - one point for the firstline, two for the second, and three for the third. The goal of the pursuer is to hunt down the fugitives, touch them, and therfore knock them out of the game. When all the fugitives have been taken or when all
have reached the last and third line, players change sides. A tally of points at the end declares the winner.Each pieces is allowed to move in a 360 degree radius. This allows the players to work on all levels of strategy, depending on their skills. A Four year old or eighty-four
old can play Sonor.
Sonor is part of the FIDJIP, the International Federation of the JIP system.
Chantal Barthelemy-Ruiz: "FIDJIP was created UNESCO in the framework of Project Two Thousand Plus, which gives acces to a greater number of people the science and technology.
This federation therefore handles what we call the pursuit game, with are game of mathematical reason, whith helps go beyond playing to develop mathematical capacities and to discover one's
abilities in this area. And the Sonor game is one of these intellectual pursuit games wo're trying to promote. Sonor can be constructed by anyone. "
Grigori Tomski's family plays with pieces, representing their native culture, but pieces depicting most anything may be used.
TABAS INTERNATIONAL, 1996-1997, p. 38:
Alisher UMAROV is champion of UNESCO Competition by JIPTO, 5th Novembre 1996. 50th Anniversary of UNECO with the Director General of UNESCO, Federico Mayor:
FIDJIP calls mathematics teachers
UNESCO/Education Sector
INISTE/Prjojet 2000+
Vol X - 1994
The Fédération International du Système JIP (FIDJIP), formed through the initiative of UNESCO ans its Projet 2000+ Secretariat for the development of scientific and technological literacy for all, invites secondary school mathematics teachers to join in its work.
FIDJIP plans seminars ans conferences on its system for such teachers.
For futher information, write to Prof Grigori Tomski
g.tomski@gmail.com
INISTE/Prjojet 2000+
Vol X - 1994
The Fédération International du Système JIP (FIDJIP), formed through the initiative of UNESCO ans its Projet 2000+ Secretariat for the development of scientific and technological literacy for all, invites secondary school mathematics teachers to join in its work.
FIDJIP plans seminars ans conferences on its system for such teachers.
For futher information, write to Prof Grigori Tomski
g.tomski@gmail.com
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