Objectives:

To discuss the necessity to check information;
To understand that support depends on sharing and transparency; To get a personal experience of a situation, when participation and understanding can be limited by certain factors?

Materials:

Fork, knife, flip chart paper, paper, markers

Process:

1. The participants sit in a circle. The moderator says that the rules of the game will be told only once, which is why it’s important to

listen carefully. It is also very important to emphasize that the participants should focus on their feelings during the game.

The participants must send the fork and the knife either crossed or not (by saying and showing) to the participant, sitting nearby. As soon as the fork and the knife are given to another person by loudly saying if they are crossed, or not, then the facilitator says if the participant was right. It is important not to explain anything more (no matter if there are more questions or not). The facilitator begins the sending. The secret of the game is not the sending of the knife and the fork, but the position of the sender’s legs – if he/she is sitting with their legs crossed or not. Thus, the knife and the fork can be sent in any way. It is important to make sure that what the senders say matches their sitting position.

2. About 10 minutes later, stop the game. The majority of the players usually get the secret and experience various emotions.

3. Ask those, who did not understand the essence of the game, how they feel. Write down your answers on the flip chart page using one colour. Then ask those, who got the game, the same question. Write down their emotions on the same page using another colour. Also, ask one of those, who got the game, to explain it to the rest of the participants.

4. Ask the participants, what connections and differences they see between the experience and emotions of both of the groups, and the information, provided by the media (especially keeping in mind the questionable information).

5. Divide the participants into two or more groups (it’s best if the number of the groups is even). Each group should discuss the questions given to them.

Group A:

1. When I don’t understand something, I feel…
2. My reaction to those, who understand that I don’t is…
3. What usually makes it difficult to check the information is…
4. What would help me understand is…

Group B:

1. When I understand something, I feel…
2. My reaction to those, who don’t understand is…
3. What helps me check and understand the information is…
4. I could help others understand…

If there are more than two groups, then several groups could work on the same questions. Ask all participants to write down their ideas on a large sheet of paper and later introduce the results to the entire class.

Summary:

• Why haven’t you shared the essence of the game as soon as you got it (for those, who understood the secret of the game)?
• Why is it important to check information, instead of blindly believing it?
• What is the advantage of the people, who check information, versus those, who simply accept it? It is important to make sure that the participants understand the importance of checking, instead of accepting the received information. A part of the reflection could be focused on the importance of sharing information, facts and agreements, which help people to navigate through the flows of information and select the information that is true.