Learning becomes a truly deep experience when students are not merely recipients but also shapers of the process. Whether it is about creating a fictional civilization or building a future Martian colony, collective thinking, planning, and decision-making mobilize skills that go far beyond traditional classroom frameworks. The following two reports from development teachers clearly illustrate how creativity, cooperation, and problem-solving can become central elements of learning, while participants shape their own thinking and sense of responsibility through real-world dilemmas.
“During the lesson, I implemented a complex, multi-stage drama game with the 7th-grade students of the Pécs 1 group, which explored social, ethical, and environmental dilemmas through the history of a fictional world, Porfű. From the very beginning, students were actively involved in collective world-building: they shaped the appearance, customs, language, and material culture of the ‘buzárs’ with creativity and great enthusiasm. In the second stage, the creation of social structures and traditions deepened the seriousness of the game. During the anthem writing and scene creation, students were not only creative but also increasingly identified with the community they had established. This identification proved to be crucial in the later decision-making situation. The conflict and moral dilemma appearing in the third and fourth stages (fight or surrender) triggered strong cognitive and emotional reactions. Here, the arrival of a messenger introduces the problem, and depending on whether they believe him, they can decide to surrender and submit to the hostile tribe (the ‘ocsúsz’), or continue the fight. The students engaged in a real debate, formulated arguments, and examined the situation from multiple perspectives. It was interesting to observe that many found it difficult to let go of the civilization they had built themselves, even if maintaining it would lead to destruction in the long run. The possibility of a ‘third way’ arose spontaneously in only a few, which clearly shows how dominant binary decision-making situations are in their thinking. Nevertheless, the group chose to surrender but decided they would operate Porfű together with the ‘ocsúsz’; for this, they created a set of rules which they sent back with the messenger.
Overall, the lesson strongly supported critical thinking, cooperation, and moral sensitization.” – Hanga Martos, Developmental teacher
“The Pécs 3 group continued its work on Mars. It has been several months since we successfully reached Camp Elysium, the remaining Martian base. Since then, we have been working on restoring and expanding the base, thereby ensuring our survival and, later on, the safety and comfort of ourselves and those arriving after us. The main task is the design and construction of new units. Using 3D modeling, the team designed the necessary units, such as the medical unit, kitchen, warehouse, community and recreational space, gym, and workshop. The designed buildings and tools are produced using the 3D printers found and repaired at the base, and are put into operation after assembly.” – Péter Schlepp, Developmental teacher
Photos of the sessions can be viewed in the Gallery.