Five Cultures Game

The basis for the five cultures game is the culture theory of Thompson, Ellis and Wildavsky, in which culture is understood as a lifestyle (cf. Banneberg 2001, 247).

Transcultural learning

The game was designed with the intention of highlighting discrepancies between different cultural groups. Subsequently, a „self-analysis and reflection“ (Köppel 2002, 138) should result from this – it is classified in the field of ‚culture awareness training‘ (cf. Schönhuth).

In the five cultures game, situations are simulated in which different cultural backgrounds have to be taken into account in finding a solution. It is thus an intercultural training unit in which one learns to put theoretical considerations, based on cultural background, into practice (cf. Reeb 2018). This training unit is particularly useful to prepare for intercultural encounters and discourses, e.g. as an exercise of cultural interaction for the job, but also for the private context. The Five Cultures Game is relevant wherever transcultural learning plays a role (cf. Reeb 2018).

Procedure

Five teams are formed. Each team is assigned a cultural identity. In order to be able to put themselves in their place, one is given the information relevant to the success (or failure) of the intended collaboration on a role card. Subsequently, a situation is fictitious in which an interaction between different cultural identities becomes unavoidable (cf. Reeb 2018).

First, the teams are to develop and present a solution concept that is compliant with the assigned culture. Then, the teams have to work on a common solution to the problem that is compatible with the different cultural backgrounds (cf. Reeb 2018).

Aim of the method

To develop a greater awareness of one’s own and other cultures. Through the role assignment of cultures to which the person himself does not belong, ways of thinking that originate from other cultural identities are to be noticed, accepted and better dealt with. Furthermore, the understanding of how different cultures have a differentiated effect on finding solutions to problems is to be expanded. This enables better collaboration in solving culture-specific and intercultural problems (cf. Reeb 2018).

Overall, a „sensitization for ‚transcultural connection potentials‘ emerges, i.e., possibilities for finding approaches in one’s own cultural orientations to deal with cultural orientations of others“ (Reeb 2018).

Literature

Bannenberg, Ann-Kristin (2011): The importance of intercultural communication in business. Theoretical and empirical exploration of the need for and practice of intercultural personnel development based on some large German companies in the automotive and supplier industry. Kassel: kassel university press.

Köppel, Petra (2003): Culture assessment approaches and their integration in intercultural training. Series Fokus Kultur Vol. 2. Norderstedt: Books on Demand.

Reeb, Alexander: The Five Cultures Game -Transcultural Learning. Transcultural Learning with ‚Five Cultures‘ from Category: Intercultural Training Games. https://www.ikud-seminare.de/seminare/das-fuenf-kulturen-spiel.html [03.05.2018].

Schönhuth, Michael: The Culture Glossary. Five Cultures Game. http://www.kulturglossar.de/html/f-begriffe.html [28.06.2018].