BUX, your moneygame

A game-based process for education and life preparation

How can playing a game lead to individuals increasing their incomes and general economic growth?

Allport's Theory of Personality Development (seventh stage) posits that young people around age twelve start to consider their material futures. And that this consideration, which could last well into adulthood, can cause anxieties that could be destructive if not addressed. If this is so, why don't we support them in their quest for their definition of a better future? If we could show them their material futures now, knowing what they know now, do you think many would change now to become more productive? Do you think if we assisted them to develop their productive schemas, that they would classify and structure incoming information (i.e., education) in more meaningful, contextual and constructive ways? We are counting on that happening.

In the diagram at the right, starting at the left, suppose different (young) people from diverse backgrounds all played a common game to give them common functional and social experiences–  and a common vocabulary on which to base a common conversation around personal economic productivity. Hopefully if such a conversation took place, we may stand a better chance of making progress with individual economic productivity which collectively could spur regional and national economic growth resulting in an increase in quality of life for all.

Here's the logic. We play a game that subliminally introduces us to active economics– the personal experience of performing in a competitive material world. This activity, while entertaining, focuses us on our own feelings and actions. These personal feelings and resulting questions are answered through our self-discovery around our individual traits and performance. Those who want to do better (assumed to be most) are then facilitated, much like an athlete by a coach, to develop their natural attributes to produce their maximum economic value– to be exchanged for relatively enhanced payments i.e., more money. It's akin to discovering a scientist and supporting her to achieve her scientific dreams– for her satisfaction and the benefit of all.

The overriding working assumption is that if the (young) culture in their strivings, is attracted to a process that answers their questions and supports their actions, they will be driven to satisfy their own needs for competence, security and happiness.