Studying Wei Chi in Taiwan

I keep trying to engage with Taiwanese society. As an inveterate learner, one way I attempt to be a part of the Taiwanese community is by taking classes. Ideally this would allow me to meet like-minded individuals, create friendships with locals, share our mutual interests and learn something. It never works out that way.

A few years ago I decided to take a Wei Chi  (圍棋). I was first introduced to Wei Chi, or Go, while in grad school by an exchange student from Beijing. I liked it—what little I understood of it. Go is played on a board with a 19×19 grid. Like in chess, two players face off across the board, one with black stones, the other with white stones. At the beginning of the game the board is empty. The black player begins by placing his stone on one of the 361 possible intersections on the grid. Then it is white’s turn to place his stone on one of the 360 possible remaining intersections. And so the game proceeds as the players alternate turns. The object of the game is to control territory. The rules are simple, the game play is infinitely complex, orders of magnitude more intricate than chess. I’ve always had a problem with the pure analytical thought in chess. The greater number of moves possible in a Go game means that pure calculation is not the preferred approach. Go has a greater emphasis on intuitive play based on experience and shape recognition that more suits my brain.

With my language skills finally at a level that I thought could handle a Go class, I signed up for a buxiban (補習班), cram school. I was primarily motivated by the goal of learning, but I had a secondary desire to develop new Taiwanese acquaintances. Even by my own low standards, Go class was a spectacular failure as a friendship making tool.

When I enrolled I was a neophyte and my first class was for absolute beginners. In class there was me, over forty years old, and my classmates, a dozen pre-kindergarten students. There were actually some advantages to this. Obviously it was the correct level for my game play. Also the teacher was partially teaching  his young charges Chinese. Go has its own specific, and pretty funky, Chinese terminology. My Chinese language instructors couldn’t teach it to me. The golden rooster stands on one leg (金雞獨立) turns out not to be in common usage among Chinese speakers. A quite large part of class was learning Go vocabulary, and since the students were so young the teacher included Taiwanese phonetics (ㄅㄆㄇㄈ) with the characters, which was helpful. Another advantage was that the students were too young to be intimidated by the hulking blonde Adonis amongst them. Their only experience of foreigners was their big fun-loving English buxiban teachers. With that as their entire lexicon of cross-cultural experience, there was no reason for fear.

Unfortunately, in every other way the class was awkward. Classes had a set formula; a lecture, followed by solving Go problems, and then students paired off to play a game. The age differential caused some issues for me. If I played a game with one of my classmates and lost, I’d feel bad because he was four years old. Of course, four year old boys are not noted for their subtlety. After stomping me across the board I was often treated to a pudgy little hand with four extended fingers being waved in my face. “Ha, ha. I’m only four years old.” That hurt. Conversely if I won—they’d cry, and I’d feel bad. It was a no-win situation, I was either a loser or a cur.

Finally I moved up into a class full of grade school aged students. There were some obvious benefits. The lectures had more strategic content and were more intellectually stimulating. My classmates never cried if they lost a game, though they were more likely to get pissed. Likewise, I didn’t find it nearly as annoying to lose to them; and they wouldn’t ridicule me if I did. There were other issues. The older students were intimidated. Some of it was a natural preteen desire to interact with people their own age. They also attributed to me an intellectual superiority that I simply did not possess over the Go board.

Occasionally a Taiwanese retiree will show up in this level of class. That might have worked well for me, but my class was all children. I eventually quit. I’d enjoyed learning Go, but I was the class pariah. At the same time high-quality English language Go content began being posted on the Internet. I didn’t need class as much. I am considering going back to Go buxiban, not so much for the Go study as for the Chinese language benefits. When learning a language, it is helpful to have an interest that allows you to use your target language in a natural setting, something outside the language classroom. It might be time to try it again.