Today’s trainers and trainees are from totally separate worlds. The biggest underlying dynamic in training and learning today is the rapid and unexpected confrontation of a corps of trainers and teachers raised in a pre-digital generation and educated in the styles of the past, with a body of learners raised in the digital world of Ipod, MTV, Facebook, Twitter, MySpace, streaming movies and social videogames. Considering this, the evolution of the educational systems passes through the re-inventing of tools for learning even thanks to the intensive use of ICT in education. This process is possible only if it is based upon a definition of “engaged learning” in the perspective of both trainers and trainees.

Engaged learning is grounded in recent notions of active learning, where learners take responsibility for their own learning. Learners actively develop learning strategies and formulate new ideas and understanding in conversations and work with others. Active engagement is defined as engaging in the learning process, constructing knowledge from experience, meaning interpretation and having interactions with peers and teachers. Congruent to constructivist notions of learning, knowledge evolves as a meaning construction and interpretation process where people negotiate with one another relating to their multiple perceptions of reality.

The main focus of this section is to address the potential of the game-based learning process proposed by the SMILEY project

Instructions for the Revolution

The ICT Potential Brief Introduction to SMILEY Framework

Social Mindedness The Dimensions Game logic and Instructions

Every country on earth at

the moment is reforming

public education. There

are two reasons for it…

Watch the Full Video

iIf you are

not prepared to be wrong, you’ll

never come up with anything

original Ken Robinson

The Background Sir Ken Robinson Changing Education Paradigms

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.’

YourTown

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Engaged or meaningful learning can be traced back to the related concept of situated cognition. Situated cognition places learning within a participatory framework and not just in an individual mind.

Learning often happens in a social setting, community and context. From this perspective, human learning is best understood as a process of dialogue, appropriation and socialisation.

Another implication of situated cognition is that if we view knowledge and thinking as inherently situated in social and physical contexts, much of what is learned is implicit. By immersing students in activities and authentic problem tasks characterised by rich conceptual meanings and encouraging them to explore and discover, teachers help students acquire the skills and dispositions necessary to participate in disciplinary discourse, which could be called knowledge about a focus: in our case the concept of social mindedness.

Educators and trainers began to take notice of the power and potential of computer games for education and training back in the 1970s and 1980s. Computer games were hypothesized to be potentially useful for educational purposes and were also hypothesized to provide multiple benefits: (a) complex and diverse approaches to

Engaged Learning and Situated Cognition are two of the main concepts that constitute the background of SMILEY. What do these terms mean?

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learning processes and outcomes;(b) interactivity; (c) ability to address cognitive as well as affective learning issues; and, perhaps most importantly, (d) motivation for learning. The combined weight of the factors mentioned above has resulted in widespread public interest in games as learning tools.

The on going research activity involving both game designing, theoretical modelling and learning assessment represents the clue that today’s “Net Generation,” or “digital natives,” have become disengaged with traditional models of education.

They require multiple streams of information, prefer inductive reasoning, want frequent and quick interactions with content, and have exceptional visual literacy skills — characteristics that are all matched well with Digital Game Based Learning.

In YourTown (the SMILEY game) the player will be engaged through the game dynamics in a learning process that involves his/her capability to interpret and decide about a concrete problem-solving situation.

It is important to underline that all the game situations are designed starting form the concept of social mindedness.

Let’s start taking into consideration the concept of social mindedness in order to better understand the general framework of SMILEY.

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The growing relevance of bullying episodes in schools all over the European context is the framework of reference of SMILEY. The whole project is based upon the concept of social mindedness. This section of the training course briefly presents the constitutive elements of social mindedness as operative concept explaining how it interacts with general structure of the project.

A definition of Social Mindedness can be expressed in this way: “social mindedness is an individual attitude concerned with social conditions and benefits of the others, according to the welfare of the whole society”.

The definition of social mindedness denotes an “umbrella concept” that links social cohesion and social inclusion: it is impossible to comprehend individual reality without considering the communal dimension of the social life.

In this way the social mindedness experience enable people to develop the necessary “bag” of knowledge, skills, values and attitudes useful for securing a sustainable and peaceful world in which everyone has the right to fulfill his/her potential.

In a sociological perspective, the connection between values and social competences lead individuals to realize integration, cohesion and

Social Mindedness as an “umbrella concept” An individual attitude concerned with social conditions and benefits of the others, according with the welfare of the wide society

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sense of community: an experience that primarily takes place thanks to educational agencies as school and family during the process of socialization.

In detail, according to the operative needs of SMILEY project, the concept of social mindedness “crosses” the main structural aspects of daily social reality: socialization, family, educational institutions, organizations and groups, membership and social stratification.

In this sense, social mindedness is an example of pro-social behavior that creates harmonious relations between members of the group. Starting from a sociological perspective, social mindedness is composed by five operative dimensions that “translate” the integration process:

a) Holistic membership to a definite context;

b) Recognition of the interdependence between social actors;

c) Social capital dynamics;

d) the dynamics of cooperation to achieve common goals;

e) Family Habits.

Let’s start explaining these components!

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Social relationships are very important in the formation of the subject as well as to help him to live the membership to every social group in a right balance between independence and belonging.

The importance of belonging to particular groups changes over time. As we join and leave different social networks and groups, we reposition ourselves in relation to others, developing new connections and discarding others in a continuous process of social interaction and integration.

In fact, to develop a sense of belonging is an ongoing process that involves membership in a wide variety of different groups, or exclusion from, during the course of our lives. The relative importance that we place on our membership within particular groups (family, peer, religious group, etc.) says a lot about our personal and social identity.

While the need to belong is a basic aspect of being human, the ways in which we satisfy this need have changed significantly over time. The development

Membership is linked to social relashionship It is not only subjective but a context matter

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of industrial society raised fears that we were losing our sense of community: that the faceless, anonymous sprawl of the world’s town was depriving us of the basic need to feel as though we are part of something bigger than ourselves.

It is possible to distinguish four different dimensions or “states” in the involvement of individuals in the context of human relations: territorial location, ecological participation, social belonging, and cultural conformity.

Membership includes Five attributes:

• boundaries

• emotional safety

• personal investment

• a common symbol system

• a sense of belonging and identification

Following the Talcott Parsons’s scheme of reference, the structure of social belonging can be described by starting from the relations among the four chief components that define it as such: attachment, loyalty, solidarity, and the sense of affinity or we-feeling.

To better understand the meaning of the holistic membership to a particular group we have, on the one hand, to enumerate the attribute of membership, and to underline the principal contexts of affiliation, on the other hand, to stress on the sense of belonging and identification of every member to the context.

In deep… The Parsonsian Framework

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The sense of belonging and identification of every member to the group and context

To be a group it is fundamental to feel ourselves as a team, i.e. we-feeling. The members of the group have to see it as a new subject: they are “part” of the group in a holistic way. At the same time, the necessity of everyone to satisfy his/her own needs into the group must be interrelated to the satisfaction of the needs of the group. In this way, being a member of a group means:

- to be similar to the other member of the same group;

- to be different from the other

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Boundaries are marked by things such as language, dress, and ritual, indicating who belongs and who does not. When we meet others, we want to know immediately whether the other is friend or not, and whether he/she is capable enacting their respective friendliness or enmity.

The ways in which we sort out belonging also differs according to culture, we could look, in fact, to some differences between the East and the West.

Finally, group members legitimate needs for boundaries to protect their intimate social connections have often been overlooked.

Emotional safety concerns the emotional and physical wellbeing of the person, so that he/she can realize his/her full potential in the group. The emotional environment is very important for the members of the group, because of their feelings of belonging and safety. If they don’t feel safe, they will not be able to trust anybody, or themselves. Moreover, such negative thoughts result in people feeling that they do not belong.

The personal incentives, sense of self and perceived options are critical determinants of human behaviour. Personal incentives refer to the reasons identified for involvement in an activity, and include such incentives as recognition, mastery, competition and affiliation. Sense of self is comprised of one's own perceived competence to engage in an activity, self-reliance, goal directedness and social identity.

A common symbol system Understanding common symbol systems is a prerequisite to understand a community. “The symbol is to the social world what the cell is to the biotic world and the atom to the physical world. The symbol is the beginning of the social world as we know it”.

A sense of belonging and identification It concerns expectation or faith on belonging, and acceptance by the community. To know one’s own needs, and to satisfy them are the principal reasons why people became part of a group. To belong and to identify ourselves satisfy important individual needs linked to the personal and social identity, the self-esteem and safety, and to the psychological need to be useful to the others. The sense of membership is an essential condition for the existence of any group.

If we teach today as we taught yesterday,

we rob our children of tomorrow

John Dewey

Behaviour is the most evident manifestation of human acts, but not every behaviour is meaningful. Only human behaviour has a meaning, or ‘makes sense’, is described in sociology as an activity. Its sense can be interpreted in various ways, consciously or not. It is culture that provides certain fixed models and patterns of behaviour and their interpretation. For example, language is one of the most complex systems of meanings developed in a given community and its general sense is based on its communicative function. Both our language and the majority of our behaviour is directed to other people; it is a transmission of some message to the others. In this way an activity becomes a social activity.

Generally speaking, there are four types of social actions: creative, imitative, habitual and destructive. However, we deal with a social action only when our performance is directed at other actors’ potential response. A single and temporary social action where a mutual social reaction between at least two people takes place is a social contact. Usually most of such contacts are of transient, short-lived nature. But in a situation when a social contact changes into a longer and dynamic sequence of social action we can talk about a social interaction. In such a context an increasingly apparent, objective and mutual relation between two individuals (a discussion, a quarrel, haggling, establishing a relationship, etc.) occurs.

It is in a course of a social interaction that a social distance appears demonstrated by a spatial and time distance between two interacting subjects, the variety of whose is determined by culture. So, it is a form of a ‘civil distance’: from an intimate, a social to a public one.

From socialisation to intercultural competence

There are four basic sociological interpretations of social interactions:

1 - behavioural

2 – of rational choice (transactional)

3 – symbolic interactionism

4 – dramaturgical.

1 - Interaction is understood as a mutual orientation of individuals’ behaviour manifested as a sequence of stimuli and reactions; the behaviour of one actor becomes a set of stimuli, to which the other actor reacts.

2 - Interaction is perceived as a mutual exchange of goods or values between partners. This exchange is rational and correlative.

3 - Interaction is interpreted as an exchange of ideas, symbols and meanings; in this type of interaction particular emphasis is put on an individual’s view of a situation or of other actors involved, their personal interpretation of the specific reality.

4 - In the light of this interpretation the social world, especially in its everyday dimension, is a theatre, a drama. In all their doings people are driven by their desire to make a good impression on others. This is why they tend to manage their impression in order to transmit to the others only those messages and signals that are positive.

Definitional  

Feature                  Sociological  Term

Phisical  movement

Meaning Orientation  towards  others

Orientation  to  reaction  of  others

Mutual  occasional  reactions

Sequence  of  

mutual  reactions

Accidental  episodes  of  interactions

Rhythmical  episodes  of  interactions

Normatively  defined  course  of  events

Scheme  of  interactions  

among  positions  (roles)

Behaviour   + Activity   + + Social  activity + + + Social  action + + + + Social  contact + + + + + interaction + + + + + + Repetable  interaction + + + + + + + Regular  interaction + + + + + + + + Regulated  interaction + + + + + + + + + Social  relationship + + + + + + + + + +

Social circles and social groups constitute the social environment:

- Social circle is a part of social reality that has been distinguished because a certain number of actors sharing the same social status;

- Social group indicates a collection of individuals interconnected by common awareness of participation, a common sense of identity and shared patterns of social relationships. In other words, on the one hand the social groups are created by social relationships and on the other hand- social groups create the environment in which social relationships are generated.

There are two types of social groups: primary and secondary ones.

• Primary group is typically small and the interactions among its members are informal, spontaneous, direct (face to face) and personal (e.g. a group of friends).

• Secondary group is numerous and interactions among people are of formal, anonymous character and focus on a specific task (e.g. a workplace).

There are groups that combine functions of the two types as the school is. Thanks to socialization process an individual “define” his/her own social personality that is an integrated set of his/her past and present social roles. Therefore it is only a part of the individual’s personality, which consists of other types of personalities as well – mental and cultural.

“Each individual, even the most powerful, even a tribal chief, an absolute monarch, or a dictator, is a part of a chain of interdependence, the representative of a function wich is formed and maintained only in relation to other function which can only be understood in terms of specific structures and the specific and specific tensions in this total context”

As Norbert Elias statues all the social actors are born into a particular chains of interdependence that translates the interlinkages without which he/she could never become fully human.

Social actors are born into chains of functionl interdependencies in which their habits and self-perceptions are shaped by the others around them.

Chains of interedependence are simultaneously forms and chains of power.

In deep… Elias chains of interdependence

Social personality shapes the

elementary models and patterns of an

individual behaviour, their interactions

with the others and it forms their social

capital. Nevertheless, social capital

does not determine all the real social

behaviours of a person, their

relationships with others. Specific

attitudes and social behaviours, i.e.

social mindedness of an individual are

also influenced by mental factors (e.g.

their character) and, to a larger extent,

by cultural factors. It is the diversity of

cultural context, or adopted values,

symbols and beliefs/religions, that

decides about the variety of both social

groups and societies. Therefore we can

say that, basically, societies are similar

on the level of social needs (such as a

family, work, bringing up children,

etc.), but not on the level of cultural

solutions to satisfy these needs.

Different cultural values underline the

recognition of diversity, which may but

does not have to lead to social

antagonisms or hostility towards the

others.

In the social perspective a family is a group based on a bond resulting from common residence, shared property, love, mutual loyalty and helpfulness, concern about children and their upbringing, emotional openness, i.e. the factors that, when summed up, constitute a strong sense of identity of ‘us’. A family is a social group the structure of which is characterised by a specific system of positions and roles that are independent from those who play them and which are manifested as a network of internal social relationships, such as marriage, fatherhood, kinship, etc. From the cultural perspective, a family is a specific collection of values, norms, symbols and beliefs that reflect the general ‘family culture’ of a given society. In a synthetic approach we can say that a family in a biological (procreation) and social (socialisation) sense creates and shapes the new members of society. In this perspective it is a group that is exclusive and irreplaceable.

Only the family provides new-born human beings with an adequate social environment as well as with the environment necessary for their mental, social and cultural constitution to shape. These are the rudimental family functions when we take into consideration the fact that a human comes to this world in an incomplete, weak form and their existence depends entirely on a social group to which they have been born. The dynamics of the social life of a family has typically a volatile but repeatable rhythm, which on the one hand depends on the roles played by family members and on the other – on the forms of social perception/experiencing of time.

Family Habits are very important determinants of human nature

The family dynamics greatly influences the process of socializing young generation. This process can even lead to negative social effects in the form of a lack of integrational abilities. The second factor that has a strong impact on the socialisation of the youth in the family depends on its broader socio-cultural context, on different social organisation which determines the cultural transmission dynamics between generations.

There are three types of cultures:

• post-figurative;

• configurative;

• pre-figurative.

The post-figurative culture is typical of traditional culture; the young generation is shaped without disturbance – their parents serve them as a model. There are no alternative models and quite naturally there is no discrepancy between social and cultural patterns of both generations.

The configurative culture, where generations coexists as equal partners, is increasingly common in the modern culture. The young generation does not follow their parents’ behavioural patterns, but imitates their peers (e.g. such a situation takes place in immigrant families as a result of the need for assimilation).

The pre-figurative culture is characterised by a social configuration where the older generation has to re-socialise, i.e. learn new things from the younger ones as a consequence of rapid social, cultural or technological changes. Such phenomena are more and more typical of the western society of today. Paradoxically, children become their parents’ tutors

• In the masculine society (of a high masculinity rate) the upset balance of the maternal role in favour of the paternal one is a norm; fathers are responsible for the living standards while mothers take care of the sphere of emotions.

In a feminine society both men and women, boys and girls are treated equally; all of them have to meet identical generational standards.

• In the society of weak uncertainty

avoidance children are vaguely informed of what is forbidden or evil; there is no difference in addressing family members and strangers; what is strange is meant to be interesting;

In the society where uncertainty avoidance is strong children are very well aware of what is forbidden and evil; family members are addressed differently than strangers, strange means dangerous;

• In short time orientation societies

marriage is a moral obligation; living with parents-in-law means conflict; children should be taught tolerance and respect for others; In the long time orientation societies marriage is a pragmatic relationship; elder children have power over the younger ones.

The previuos sequence shows clearly that the principal difference in the cultures of inter-generational transfer results in the fact that the process of socialisation slips out of control of the older generation, although they never lose their influence on the educational process entirely, especially when their children are young.

The positive or negative reference groups for the young generation are the out-groups rather than their own family. At a certain stage of the socialisation process their own family may even turn out to be a rejected member group. In such a situation on the level of social attitudes and behaviour a generation gap may appear, which can eventually upset the general social balance.

The third factor that determines the ‘family culture’ is the type of general cultural reference of the society in which the family lives. In the light of recent extensive research on cultures it has been found out that there are the following five basic dimensions (the ‘Big Five’) of cultural diversity which are highly influential on the level of social attitudes and behaviour:

1) power distance

2) collectivism and individualism,

3) masculinity and femininity (gender),

4) uncertainly avoidance

5) time orientation

• In an environment with a low power distance children are treated equally to parents; partner relationships prevail; parental care aims at children’s leaving home as soon as possible. In the environment where the power distance is high parents expect unconditioned obedience from their offspring; the majority of social relationships is determined by strong dependence of the young from the adults.

• In the collectivistic environment decisions are made within the family; children that express their own opinions are regarded as difficult and bad tempered; they are taught to think in the terms of ‘us’;

• In individualistic families new types of behaviour are desired and valued; children without their own opinions are considered weak; they are taught to think in the terms of ‘me’; the obligations towards the family is regarded as an act of free will and thus respected.

Education is not the filling of a pail, but

the lighting of a fire

Willian Butler Yeats

Cooperation is the process of working or acting together. This definition refers to all that behaviors which involves working together, side by side, regarding at individual or collective subjects. In this sense its contrary is the concept of competition. Cooperation, as social doings, comprehend a huge variety of activity: to share resources, to set common goals, to recognize social needs, to respect public goods. Cooperation in human societies is mainly based on social norms so it is necessary to explain social norms to explain human cooperation. Social norms are standards of behavior that are based on widely shared beliefs. The group in which social norms prevail can be a family, a peer group, an organization or even a whole society. The group members might conform to the norms voluntarily (if their individual goals are in line with the normatively required behaviour) or they might be “forced” to follow the norms. If the individual goals differ from the normatively required behavior the norm violations are socially punished. The demand for a social norm arises when individual actions cause positive or negative influence for other people. There are (at least) two perspectives to understand social cooperation:

• In the state of nature man is a “predator” and his behavior depends on a struggle competition for surviving; social order is the product social institutions that permit large-scale cooperation among unrelated self-interested individuals. In this perspective the role of the internalization of social values is fundamental.

• Cooperation starts from feelings of mutual affection and mutual trust. These feelings are oriented to sympathy and consciousness towards others.

Cooperation is working together sharing belives and feelings

This attitude promotes peer friendship and conflict resolution. The cooperative feeling is not impersonal: it is a network of personal relations that are important for everyone promoting the sense of community and the construction of collective values. The motivation to cooperate to overcome conflicts depends on the quality of relationship. According to this point, individuals should make the effort to coordinate different points of view. We can see this process starting from the perspective of the social skills theory. Following the theory of social skills the individuals have to motivate the others to cooperate. These skills are useful to engage other people in collective action promoting peaceful social order. “Cooperation-skilled” individuals motivate the others and, at the same time, they foster motivations for themselves. Where do they find these social skills?

1. Coordination of efforts and tasks and orientation to achievement;

2. Feeling of agreement with the others and dialogue;

3. Confidence in different ideas and shared believes;

4. Common goals and respect for the other.

Social Capital is not “capital” in economic sense. It refers to the interactive and positive potential of networks

Social capital refers to trust networks that individuals activate for social support, as financial capital can be drawn upon to be used for investment. In fact, like financial capital, social capital can be expanded – invested and reinvested. Social Capital is composed by all the benefits accessed by individuals thanks to their affiliation in groups and social relationships. In this sense, the “volume” of social capital owned by an individual is determined by the quantity and the quality of other forms of capital (economic, cultural, symbolic etc.) possessed. The sociological literature concerning social capital highlight a wide range of ideas and perspectives about it: not all the approaches have a positive view of the concept. Taking into consideration the SMILEY framework, social capital is considered as a positive component of individual interactive dynamics in order to enhance integration and social cohesion. Following this line, the phenomenology of social capital shows three basic elements:

1. The individual will; 2. Group participation; 3. Performance of the

institutional structure.

The starting point of this interactive dynamic is individual-instrumental but the arrival point is collective- ideal referred to the whole society and its basic needs. In this view, cooperation becomes a synthesis of individual and collective, both professional and moral values. It is clear that the two perspectives are focused on two different aspects of social capital essence: on the one hand, the instrumental importance of cooperation, on the other hand, the cultural and holistic significance of it. According to the framework of SMILEY project social capital can be considered as a resource able to stimulate solidarity even into a context characterized by differences. In this sense positive social capital is

Following Coleman theory it is possible to distinguish three forms of social Capital: a) obligations, expectations, trustworthiness of structures; b) information channels; c) norms and effective sanctions. The first of these forms a) refers to situations in which an individual does something for someone else with the expectation that that person will reciprocate at some time in the future. The second form of social capital b) refers to the idea that an individual can trust another to provide accurate information which is then used to inform action. The third type of social capital c) refers to effective norms and sanctions which contribute to a generalized environment of trust. Each of these forms of Social Capital facilitate the resolution of collective action problems

In deep… The J.Coleman view

In SMILEY the game, YOURTOWN, the student/player is catapulted in a learning ambient that involves his/her capability to interpret and decide in a virtual city daily life. It is important to underline that all the game situations are designed starting from the social mindedness dimensions persented above.

YOUR TOWN as a Social Mindedness Tool in Education

The whole purpose of education is to turn

mirrors into windows

Sydney J. Harris

In “Your Town” there are four missions. For each mission the incidents are defined in relation with the theoretical segmentation of the concept of social mindedness defined above. These factors are the following: a) sense of holistic membership to a definite context ; b) recognition of the inter-dependence between social actors c) interactive dynamics of the structure of relational networks (social capital) d) dynamics of cooperation in order to achieve common goals e) traditions and family habits The final goal of the game is to reach one of the main targets of SMILEY project: to foster social awareness and conflict resolution approach in the pupils involved into the game experience. In a certain sense, the focus of our attention is the correct balance between an amazing game experience and a research-based approach to engaged learning.

From a concrete point of view “Your Town” is divided in two steps: a) a phase in which the objective of the game is to find hidden incidents happening across the map of “Your Town” b) deal with them during a specific game session in which the player could reflect on the nature of his/her choice. In facts, during the “council meeting phase” of the game the player expresses his evaluation about the relevance of the identified incident providing data, recorded by the learning platform, useful for the game outputs overall interpretation. The map of the city is divided in four parts (four ‘missions’) corresponding to four defined areas. Moreover, these areas are inspired by the building style of the five Countries involved into the SMILEY project.

The  MENU  of  the  Player  

• Find  hidden  incidents  happening  across  the  map  of  “Your  Town    

• Decide  if  the  selected  incident  will  be  included  in  the  folder  for  the  second  phase  

• Do  it  as  soon  as  possible  • Extra  bonus  for  quick  search  • Extra  bonus  for  good  choices    

There are twenty-four “relevant” incidents hidden in the town, 6 in each area; the player must click to find the incidents in each of the four areas of YourTown. The point of the game was that players must, as quickly as possible, find the correct incidents to add to their file. There are 3 types of incidents:

• Negative • Positive • Subjective

In negative incidents the “polarity” of the social mindedness dimension is associated to negative behaviours. On the contrary, the positive polarity of the social mindedness dimension translates a good practice related to the involved dimension. The subjective incidents are special. In fact, in these situations the evaluation made by the player is not based upon an ‘objective’ distinction (as in negative or positive incidents is). In order to “find out” these incidents the player must decide their meaning with a subjective decision. The players get extra points for speed. The player gets extra points for adding the ‘correct’ incidents to the file (making ‘good’ choices). In order to maintain the skilfulness of a web-based game the player has to select only the negative incidents to be added to the folder files and discussed in the second phase of the game (council meeting).

The “polarities” of the incidents are differentiated in every mission. For example, in mission one the player will deal with (as showed by the following table) three “negative” dimensions (membership, family habits, cooperation) and two “positive” dimensions (interdependence and interactive dynamics). In mission 2 we have, on the contrary, three positive incidents (related to membership, family habits and cooperation) and two negatives incidents (interdependence and interactive dynamics). The sixth incident of any mission is based upon a “subjective” interpretation of the incident made by the player. The subjective incidents are formulated taking into consideration the social mindedness dimensions. So in the first mission (Johnny Smithson and Lucy) the “contested” incident is related to membership dimension, in the second mission (mrs Kowalska) the “contested” incident is related to cooperation dimension. Considering that there are 4 missions and 5 social mindedness dimensions the dimensions “interactive dynamics” and “interdependence” will be merged in a single “contested” event.