Zendo Tips for Masters

When you’re chosen to be the Master in a game of Zendo, you have a completely different role than if you were playing as one of the students.

You won’t be trying to figure out the secret rule; instead, you’ll create the secret rule that the others will try to guess. Throughout the game, you’ll devote a lot of your time to carefully analyzing the koans that the players construct and coming up with examples to test their guesses.

It might not sound like a blast, but actually, most Zendo players I know find being the Master enjoyable. The challenge of inventing an interesting and clever new rule that’s not too simple or too challenging, and the excitement of observing a group of students attempting to solve it, can be thought of as a game in itself.

Actually, I know several people who play Zendo and actually prefer being the Master over being a student (although I personally enjoy both equally).

When you’re the Master, it’s important to remember that you’re not actually playing; you’re more like a guide. You’re not trying to beat the students; your main goal is to create a fun and enjoyable experience for everyone. There are quite a few challenges to navigate in order to achieve this goal. This chapter aims to offer you some advice on how to avoid these challenges and become a true Zendo Master.

Creating a Rule

When I’m the Master and we’re about to start a game, one of the most important decisions I have to make is what rule to use. I’ve learned that a common mistake is to come up with rules that are just too hard for the group of students I’m playing with.

I understand now that my job as the Master is not to try and stump the students with a super tough rule. My goal is to give them an enjoyable experience. I’ve realized that most people don’t really enjoy trying to figure out rules that are too difficult. And if I make a bad choice, trust me, they’ll definitely let me know about it.

When it comes to estimating the difficulty level of a new rule, even experienced players can struggle. It’s important to remember that rules are often trickier than they first appear. So, if you’re unsure about picking between different versions of a rule, go with the one that seems the easiest. It’s better to choose a rule that’s too simple than one that’s too hard.

An easy rule can still be enjoyable, and the game will likely be over quickly, allowing you to jump right into another round. On the other hand, a rule that’s too challenging can create a long and frustrating game for both the teacher and the student. That’s why I recommend starting with rules that seem ridiculously easy and gradually working your way up until you find a comfortable level for everyone.

Hey, just a friendly reminder that figuring out if a rule is too difficult really depends on a few things. First, you need to consider the experience level of your crew. You don’t want to overwhelm them with something too complex if they’re new to the game. But it’s also important to take their current mood into account. Sometimes, they might be up for a challenge and want a rule that’s a bit tougher. So don’t hesitate to have a chat with them before making a decision. Ask them what kind of rule they’re in the mood for. If they’re feeling adventurous, they’ll let you know. On the flip side, some players prefer to be surprised and not know the difficulty level you’re choosing. They’ll let you know about that too. So just keep these things in mind when picking a rule, and you’ll be good to go!

One of the most common mistakes new Masters make is selecting a rule that is unclear or poorly defined. Before you begin playing the game, it’s crucial to consider all the potential scenarios. For instance, if you establish a rule stating that a koan possesses the Buddha-nature when it consists of a large piece stacked on top of a medium piece, you must determine in advance whether a large piece lying on its side with a medium piece inside should be considered a stack. Making such decisions on the spot during a game can be risky.

Have you ever felt like changing a rule in the middle of a game? Maybe because you thought the rule was too hard, or maybe you just wanted to try something different. Well, let me tell you, it’s not a good idea. Changing a rule in the middle of a game is like trying to fit a square peg into a round hole. It just doesn’t work.

Here’s why: When you change a rule, you have to make sure it still makes sense with everything that’s already happened. It’s like trying to connect all the dots in a puzzle. And unless you have an amazing memory, you’re going to struggle to remember every single thing that’s happened in the game so far.

That’s why my advice to you is this: Understand your own rule completely before the game even starts. Know every detail, every consequence. And once the game is in motion, don’t mess with it. Stick to your rule no matter what happens. Trust me, it’s the best way to ensure fairness and keep the game running smoothly.

When playing a game, there are often rules that can be a bit confusing. I know it can be tricky to understand them all perfectly. But here’s the thing, most of the rules are pretty straightforward and don’t require much thinking. They’re black and white. However, there are times when you have to use your judgement while playing. These judgement calls usually come up when pieces are close to each other or just barely touching. It can be like a puzzle, trying to figure out the best move. It’s not about the rule itself, but more about the specific situation you’re in.

Creating the First Challenges

Once I’ve figured out a rule, my next step is to create two initial challenges. One of the challenges should have the Buddha-nature according to my rule, while the other should not. The way I choose to create these challenges is completely up to me and is mostly a matter of personal preference.

When I first start playing as the Master, it’s natural to want to create large and complicated challenges. I might think that by doing this, I won’t “give too much away” right at the beginning of the game. However, as I gain more experience with Zendo, I realize that this isn’t necessary. With only two challenges, no matter how I construct them, it’s impossible to give away the entire rule.

Hey there! Let me tell you something important – your rule may seem obvious to you, but not to others. See, the students need more than just one or two examples of koans to figure out the patterns. If you start off with big and complex koans, it’s just gonna make the game boring and frustrating for everyone. Trust me, I’ve been there. So, what I do is I start with koans that have only one to four pieces. That way, it keeps things interesting and keeps the students engaged.

Picking the First Student

Now, once you’ve set up the initial koans, it’s time to choose who goes first. Honestly, it doesn’t really matter who you pick. There’s no advantage to being the first player in Zendo. By the time it actually matters, you’ll already be in the middle of the game, and things will be heating up!

Labeling the Koans

Hey there, as the Master, my main job during the game is to ensure that the koans are marked correctly. Let me tell you, a single mistake in marking a koan can totally mess up the whole game. It’s like a domino effect, causing a chain reaction of confusion. Trust me, it’s not easy for the students to undo the damage caused by wrong information. So, it’s super important for me to be extra careful.

Hey there, take a moment to slow down. Really think about each new koan the students create, and make sure you’re accurately keeping track of it. While the students are deep in thought, use that “down time” to carefully examine the table for any possible errors. If you do happen to discover that you’ve made a mistake (and trust me, it happens to the best of us when we play the role of Master often enough), it’s important to be honest about it. Inform all the players which koan you’ve marked incorrectly, and let them decide how they want to handle it. They may choose to continue playing with the corrected koan. The way our group usually handles it is to simply start a brand new game altogether.

When I first started my journey as a Master, I made a particular mistake that many beginners tend to make. After a student would present a koan, I would accidentally grab the marking stone before they had a chance to call out “master” or “mondo.” This was a slip-up on my part because it put pressure on the student to say those words since everyone could see the answer. So, I learned an essential lesson – I must always listen for “master” or “mondo” before I reach for the marking stones.

But there is another issue that can arise when marking koans. It is possible to unintentionally reveal certain details about your rule simply by the way you study new koans. For example, if your rule has something to do with “touching,” the students might figure out this fact just by observing your approach to studying the koans they create.

So, here’s my advice: When you come across a new koan, really take the time to study it. Look at everything, even the smallest details. It doesn’t matter if your rule is about touching or not. If there’s a piece on the other side of the koan and you can’t tell if it’s touching something else, get up, and take a closer look. By doing this, you won’t give anything away about your rule. You’ll keep everyone guessing.

Remember, your goal as a Master shouldn’t be to confuse your students on purpose. Instead, it should be to let them figure out the rule by themselves. You don’t need to give them any obvious hints. How you handle this situation is a matter of your personal style, just like many other things in this chapter.

Answering Questions About Koans

When you’re trying to decide how to mark a koan, you sometimes have to silently decide whether one piece is touching another piece or pointing at it, and so on. But be careful not to show the students that you’re struggling with a difficult decision; they’ll definitely pick up on any clues you give. It’s their responsibility to notice cases that are on the edge and ask you about them if they think they’re important.

Allowing students to ask you about borderline cases brings up another issue: if you answer their question without even looking at the koan, it might seem like your rule has something to do with that particular feature (since you’ve clearly already checked).

But here’s the thing – if you really pay attention before giving your answer, it suggests that your rule doesn’t have anything to do with that aspect. Otherwise, you would have already considered it when marking the koan. As always, use your own judgment on how to handle these types of situations. Personally, I always study a koan before answering any questions about it, even if I already know the answers to those questions.

Lastly, keep in mind that you’re only required to answer questions about the physical aspects of a koan. You don’t have to answer why a koan does or doesn’t possess the Buddha-nature.

Understanding a Student’s Guess

When a student takes a guess, the first thing you should do is fully comprehend the guess. It’s crucial to have a complete understanding of the student’s guess before proceeding with a counter-example. In fact, you should be able to use that rule to master a game of Zendo.

If there’s anything you don’t understand about the guess, don’t hesitate to ask the student clarifying questions. Make sure to ask the student to define any terms that haven’t been agreed upon as standard terminology. Additionally, point out any ambiguity in the wording of the guess and request clarification.

Don’t worry, there’s no need to be afraid of open discussion and giving away too much information to students who are guessing. This fear is actually baseless. Even if you ask questions to clarify ambiguities, the students won’t be able to get any hints or clues about the actual rule.

Just like how you always have to answer a student’s questions about the facts of a koan, you also have to ask students about any uncertainties they have in their guesses. This is because it’s impossible to provide a counter-example to a guess that you don’t fully understand. In fact, it’s in everyone’s best interest to fully comprehend a guess. Other students are free to ask questions too, just like the Master.

Let me show you an example. Picture this: a student makes a guess that goes like this: “a koan has the Buddha-nature if the largest piece in it is red”. Now, this guess is a bit tricky because it assumes that koans always have just one largest piece. It doesn’t specify what to do if a koan has two or more largest pieces. In Zen talk, the response to such a guess is neither a simple “yes” nor a plain “no”; it’s “mu”: it means “unask the question”.

In a situation like this, as the Master, the only thing you can do is point out the ambiguity and ask the student: do you mean that “a koan has the Buddha-nature if all of the largest pieces are red”, or do you mean that “a koan has the Buddha-nature if any of the largest pieces are red”? Some people might get a bit bothered by the fact that you, as the Master, seem to be “helping” the student come up with a guess.

But let me tell you something important, something you need to understand. I didn’t give the student any extra hints, I didn’t reveal my secret rule. All I did was show them some possibilities that were already there in their own guess. See, I didn’t say one of the possibilities was correct, they could both be wrong.

So here’s the thing, there’s no reason why I shouldn’t let the student think for themselves and make a judgement call. It’s perfectly fine for them to reconsider their guess and take back their stone if they want to. They haven’t really made a guess until I give them a clear rule and they provide a wrong answer that proves it’s incorrect.

Responding to a Student’s Guess

So, you’ve made a guess, and now it’s my turn to respond. This is where things get interesting! My job as the Master is to challenge your guess and show you why it’s not quite right. But don’t worry, it’s all part of the learning process.

First, I need to understand your guess and my own rule very clearly. I have to figure out the differences between them and find an example that doesn’t match. It’s like solving a puzzle!

Let’s imagine different koans, those tricky Zen riddles, and see how your guess would apply to them. Then, I’ll see how my rule works with those same koans. Eventually, I’ll find one that doesn’t fit your guess.

Here’s an example of how our conversation might go:

• Master: “According to your guess, this koan has the Buddha-nature, correct?”
• You: “Yes, that’s correct!”
• Master (marking the new koan with a black stone): “Well, actually, it doesn’t have the Buddha-nature.”

Quite a few new Masters tend to forget the important point that a guess can be disproven in two ways: by creating a koan that has the Buddha-nature but contradicts the student’s guess, or by creating a koan that lacks the Buddha-nature but the student’s guess indicates otherwise. For example, let’s say a student suggests that “a koan has the Buddha-nature if it contains at least one red piece.” In response, you can disprove this guess in two different ways: you can create a white koan that contains no red pieces, or you can create a black koan that does feature red pieces. Either of these scenarios will teach the student that their guess is incorrect.

There are times when only one of these methods will work, and this can be confusing for new Masters. Let’s say your rule is “a koan has the Buddha-nature if it has more red pieces than blue pieces.” Now, imagine a student guesses “a koan has the Buddha-nature if it has red pieces.”

You can’t prove the student’s guess wrong by making a white koan with no red pieces because, according to your rule, there are no such white koans. The student is partially right in a way. However, you can disprove their guess by making a black koan with one red piece and one blue piece. According to your rule, this koan doesn’t have the Buddha-nature since it doesn’t have more red pieces than blue pieces. But according to the student’s guess, it would be considered white because it does have a red piece.

If you’re setting up a counter-example, there are a few common mistakes you might make. For example, you may present your counter-example and ask the student, “According to your rule, does this have the Buddha-nature?” The student may respond with, “No, my rule states that it doesn’t have the Buddha-nature, and here’s why.”

Typically, this suggests a miscommunication between you and the student, or it could be an error on your part. While it’s possible that the student is trying to cheat by changing their answer midway, I’ve never seen this happen, and I doubt an entire group of players would fall for it.

Cheating is definitely not cool. That’s why it’s important for both you and the whole group of students to be clear on what the guess is before you try to prove it wrong. In case you ever suspect a student of cheating like this, as the master, you have the power to take away their turn and let your counter-example be the final say.

Another mistake that can happen is when you set up a puzzle that the student thinks is white, but then you realize that it’s actually white according to your rule too. Oops! These kinds of mistakes might not ruin the game, but they do give the student an unfair advantage because they get extra information that they shouldn’t have.

If you have another stone, you might want to take another guess based on this new information. Even though mistakes can happen, don’t be surprised if other students complain.

There are lots of ways to explain a rule, and sometimes it can be hard to tell if a student’s guess is the same as your rule. Zendo is designed to make sure you never accidentally say a player’s guess is wrong when it’s actually right (you can only declare a guess wrong by showing a counter-example).

Hey there! Have you ever played a game where you guess a rule, only to find out later that you were actually wrong? It happens sometimes, and it can be a bit frustrating. You might realize that the rule you guessed was different from what it actually was, and that there could have been a counter-example to prove it. Once you’ve made that mistake, there’s no going back. You’ve already shared your guess with everyone.

But don’t worry, it happens to the best of us. Sometimes, the rules are so similar that it’s hard to tell the difference. In those cases, the game was likely coming to an end anyway. Still, it’s important to be careful and avoid this mistake. It can really mess up the game, even if it’s clear who “would have won”.

The Masters: Helping Hands and Whispering Whispers

When it comes to creating a counter-example, it’s important to remember that you have control over the information you provide. As a Master, it’s up to you to decide how much guidance you offer and what style you adopt.

On one end of the spectrum, you might choose to be a helpful Master, leading your students away from mistakes and guiding them towards the correct answer. Alternatively, you could take a more mysterious approach, crafting counter-examples that reveal as little as possible. In fact, you might even intentionally mislead your students or reinforce their existing beliefs.

Let’s imagine a situation where a student makes a guess about a koan – they say that a koan has the Buddha-nature if it contains a red piece pointing at a green piece. But here’s the thing: your rule has nothing to do with red pieces, green pieces, or pointing. So what can you do?

Well, you have a couple of options. One option is to provide a helpful counter-example. For example, you can create a white koan with just a single yellow piece. This will strongly indicate to the student that their guess is incorrect because the rule has nothing to do with any of those things.

Another option is to take a more secretive approach. You can create a complex black koan with many pieces, including a red piece pointing at a green piece. This approach doesn’t give the students much information at all and might leave their beliefs about colors and pointing intact.

When it comes to being a Master, it’s crucial to remember that you have the freedom to choose how helpful or withholding you want to be. This is all about your personal style. The only rule you must follow is to present a new koan that definitively proves the student’s guess wrong.

That being said, I recommend being consistent in your approach throughout the game. If you choose to be helpful, keep that up. If you decide to be tight-lipped, stick to it. It’s important to note that being helpful does slightly benefit the guessing student, as they can use the new information to make another guess.

I understand that it may seem fair to be helpful only sometimes when guessing, but that actually gives unfair advantages to certain students. Those who happen to get the helpful counter-examples will benefit greatly, while others won’t. Even if you choose to withhold information, there may be times when a particularly insightful guess will prompt you to provide a very helpful counter-example. In those cases, the student who made the guess deserves the advantage gained.

Offering Hints and Knowing When to Give Up

There is a scenario where it is acceptable to switch from withholding information to being helpful during the game. This is when the chosen rule proves too difficult for the students, and they are clearly in need of some hints. The least disruptive way to provide hints is by presenting helpful counter-examples.

When students are faced with a difficult rule, they may struggle at first. But over time, something interesting happens. They start working together, sharing suggestions and theories. It becomes a group effort.

And here’s the thing – they don’t mind if you switch into “helpful” mode. In fact, they might even ask for hints! But it’s important to approach this situation carefully. Not all students may want hints. So, it’s up to you to assess the situation and decide if offering a hint is the right move, and what kind of hint to give.

Eventually, us students will reach a point where we just don’t want to keep playing anymore. And when that happens, we have to decide when it’s time to throw in the towel and have you spill the beans. But here’s the thing – be mindful of how everyone is feeling. Some of us might actually want to keep trying to figure it out on our own, even if others throw in the towel. So try your best to make sure all players feel good about the final outcome.

And yes, you should definitely spill the beans if your players do give up. It might be tempting to keep the rule a secret for another time, but personally, I think that’s just not fair.