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International Society of Go Studies

Understanding the Game of Go: An Explorative Essay Through Culture

Joan Lluís i Rabassó /May 19, 2025

*Attachment : 2.paper1.pdf

Abstract
      Not only does play constitute a human function as essential as reflection or
work, but also the genesis and development of culture have a ludic character. For
this reason, in this essay we will analyze the different existing relationships
between the game of go and culture. In ancient China, go was born as a game. Its
goal was on itself. It was played because its recreational element made the people
who practiced it enjoy. Over time, it became a highly appreciated cultural
tradition. Along with calligraphy, painting and music, go became one of the four
arts that any intellectual had to master.
Cultivate is a word that means many things such as: promote, incubate,
educate, encourage, practice. profess, etc. We can say that cultivating is that
journey that each human being must end up taking to get to know themselves.
There are numerous paths to make this trip. Each way of cultivating oneself
through a book, a movie, music, etc. it challenges us and confronts us with
ourselves. In short, it activates this journey that takes us towards what one is and
the game of go is no exception.

Go is an abstract game. When you look at a board full of black and white
stones you are faced with something that seems really chaotic. However, due to
its nature, one can approach go in different ways: through its ancient history, as
an artistic form, its philosophical foundation or through its sociological and
scientific aspect. For this reason, learning environments can approach the task of
teaching and learning the game of go in a multifaceted and holistic manner, thus
facilitating diverse entry points according to the interests of each individual. In
this essay, we will explore the game of go through the various spheres of culture
to obtain key elements that will help us better understand it and that will be useful
for teaching it.

Keywords: Culture, history. philosophy, sociology, science, vital experience,
learning environments