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THE GAME THAT COULD NOT BE PLAYED – Kevin Nicolás Damiano

Let’s play! We could start by deploying the board: the world. Players? 196 countries, more than
7 billion people. Someone asks, have you read the rules? Silence. Someone turned to ask, again: Are
you ready to play? There was silence. Timidly, a country is encouraged to speak: "I can´t understand
the rules." Seconds later, a group of players interrupt each other: "Neither do I” "Nor I". In the end, most
of them seemed to understand the incomprehensible: the rules were in another language, not their own
language, another, completely different. The rules could not be red, nor listened to, and therefore
couldn´t be understood. The game couldn´t be played.
Some people say that we are very different, too different, so does not deserve the effort to get
closer. They also say that hugging is bigger than the arms that can embrace. It is not like this. No, it is
not. Perhaps we should ask ourselves, what unites us? What separates us? Why can´t we all play? The
answer is imposed clearly, strongly as a rock. The answer is knowledge, a vital fire, the supreme rule,
the name of the game. Knowledge, which makes us equal, and at the same time different between us.
However, as knowledge is infinite opportunity, not everyone can understand the rules to access to it,
and ultimately, not everyone can play.
The only way to access knowledge is, and must be said without hesitation, through language.
Language is not only creation; language is the key vehicle by which knowledge can be transformed into
potential oxygen, in a new version of yourself, and for others, who also know, but in other languages.
Knowing otherness, therefore, exhorts you to know his vehicle, his language, his language, his
particular way of looking at the world, his unique way of playing. This imperative requires players to
educate themselves and not only know their language, but also the other player's. Therefore, this
bilingual education becomes truly essential at the the time it takes to see the world coated in two
different ways, or more, but in an understandable way.
If knowledge is there, waiting to be red, to be spoken about, to be transmitted, to be used to
bring different people closer, understanding different languages, becomes a “sine qua non” condition
to access to the “know-how” and “know- what” processes. These knowledge processes are available
there, to be used. This would result in expansion of the person potential circle in professional, relational,
educational and cultural fields. In fact, this person could play in a mayor league. It would not be the one
that says, "I do not know" “neither do I”; it would be the one who is silent, concentrated, is ready to start
the game, knowing that it will be won.
Having regarded the matter in a macro point of view, bilingual education as a key to access
global knowledge of know - how and know – what processes, would also expand the opportunity for the
countries, especially those in emerging processes, to take advantage of knowledge in other languages;
and thus to evolve towards higher skills in terms of innovation and development. The long-term
projected benefits of bilingual education would be extraordinary. It would not exist any socio - linguistic
and cultural obstacles that cannot prevent knowledge from being used.
In conclusion, as Aristotle warned: "The roots of education are bitter, but the fruits are sweet",
which means that education requires effort, perseverance, demands, projection, and bilingual
education, even more of wills, and constant overcoming; since thus, only this way, we will be able to
harvest sweet fruits, as only this way we can start to play. Now, Let´s begin the game!