At the heart of both meaningful teaching and deep gameplay is the separation of our usual selves from our “learning” or “ludic” selves - between the everyday me and the “student” or “player” me. Who I am in the classroom or in the game is, in an important sense, a temporary me. This is a me that can experiment freely, make mistakes without fear, try new roles and rules, iterate, change, and shift. I can adopt new identities, new judgments, and try new activities.

"Eat at a local restaurant tonight. Get the cream sauce. Have a cold pint at 4 o’clock in a mostly empty bar. Go somewhere you’ve never been. Listen to someone you think may have nothing in common with you. Order the steak rare. Eat an oyster. Have a negroni. Have two. Be open to a world where you may not understand or agree with the person next to you, but have a drink with them anyways. Eat slowly. Tip your server. Check in on your friends. Check in on yourself. Enjoy the ride."

- Anthony Bourdain

A small group of participants are gathered around a table. The conversation is curious, urgent, and probing. A large piece of paper covers the surface of the table - heavily drawn upon. The participants consult their notes, plans they’ve been making, and various documents. They suggest strategies, and possibilities, and brainstorm ideas. There are flashes of inspiration, realisations, and questions. They’re chewing on a significant challenge that will take all their skill, experience, and resources to resolve. Finally, they come together, having settled on a way forward.