The value of value is priceless.
What is the value of value?
The value here is economic value: the worth of something; the usefulness or desirability of something; the importance of something: something that satisfies wants, needs and has purpose and meaning.
Every object, every thought and every action has value. It may not be much and you may not see it, but the value is there. And here we get to the nitty-gritty of value. Everyone values things differently.
This game is about ones perception of value and how different value systems stack up against each other. (Quite another level of thinking from '3-in-a-row'.)
Our existence is based on many things including value. The value that we attach to things– our friends, the food we eat, the air we breathe, the things we own and either need or want, the things we do are all related to the quality of our lives.
Understanding the value of value sometimes takes a little thinking. Let's look at the concept of education. Most agree that education is a good thing. Many differ in how the process of education is carried out. The common prevailing practice is that at about the age of six, all kids enter schools and are given facts, shown methods and told and shown things. Those who can best reproduce what they have been told and shown are rewarded most by the tellers and showers.
If the value of value is considered, one may question the current concept of education. For example, all children have different needs, interests, understandings and backgrounds. How can they all be lumped together and given standard information? What incentive do many of them have to learn? Other than doing what is expected, what meanings do they attach to learning? Are their schemas developed enough to use incoming information? Why are they in school not playing? And what are they doing? Many kids, especially from value-valuing homes, somehow sense these answers, but many (most?) don't.
So, what does understanding value have to do with education? Could it be that to know what one needs to know, one must first understand the value of value– the worth of what is important to them? Without this value-detecting compass, how do they know which directions are important to them– and therefore what to learn and do?