Showing posts with label Chess. Show all posts
Showing posts with label Chess. Show all posts

08 October 2026

Pattern-recognition in chess (for life)

 


Years ago, Dr Diyanath Samarasinghe, one of the most alert thinkers on the way the world works (or doesn’t), advised me to look for patterns. Diyanath, as he prefers to be addressed by one and all, even those ignorant about any of the areas that he has acquired expertise in, went on to explain by way of examples.

‘Things are not as random as they appear to be,’ I remember him cautioning me. I think the example he used was of a ‘random’ person shot during a demonstration. That person, he told me, was a leader. Perhaps not THE leader, but maybe a mover-and-shaker kind of person. A thinker. An analyst, perhaps. Eliminating such people makes political sense for those issuing orders. Got the point.

He went on to talk about match-fixing. He gave examples.

Diyanath also mentioned, in passing, that he was once the National Chess Champion of Bermuda. Apparently, he had won the National Novices title back in the early 1970s in Sri Lanka. The Bermudian effort had earned him a box of chocolates.

My interest in chess began around the same period. Back then, I hadn’t heard of the term ‘pattern-recognition.’ I don’t think ‘SWOT’ had entered the general lexicon of planning at the time. But that’s what we did back then, as had the greatest chess players, dating back over 2,000 years (yes, the game, in a slightly different form, was played that long ago, and, according to some accounts even Prince Siddhartha knew of it if not playing it).

Today, coaches teach patterns. They are relentless and sometimes overdo it; neglecting fundamental principles of the game in the drive to produce champions. Young kids (and their parents of course) go along, mostly out of ignorance. But patterns they learn, chess players do.  They learn ‘chess patterns’ but over time recognising patterns becomes intuitive.

Since ‘pattern’ becomes an integral part of ways of thinking, chess players, perhaps more than non-chess players, can spot threats and opportunities faster. In business, finance, personal relationships, organisations of any kind, political configurations, social interactions or anything else in fact. They ‘spot’ systems, they recognise flows and directions, and they plan accordingly.

Pattern-recognition in chess includes tactical motifs, structures, combinations, positional finesse, and end-game visualisation. What in life does not include things that make such things invaluable? What in life has no use for ‘preventative sensing’ or recognising what a particular protagonist wants to do before he or she does it? What in life has no use for such recognition that is simultaneously responded with ‘moves’ that are both preventive in character and also advances one’s position? That’s chess. That’s life.

In life, though we didn’t know or use the word back in Diyanath’s glory days, on the chess board and outside it, there were moments that could be called ‘toxic.’ There is toxicity now too. There always was. Back then, like now, bad structures could cost. Bad structures could be recognised and remedial action taken. Threats were recognised and responded to. Errors were translated into bad positions, but ‘best moves’ or ‘better moves’ could be thought out to mitigate chess-board ‘toxicity.’

It’s the same with life. We deal with situations the best we can. However, if we can recognise a toxic outcome in any process, we can think of strategies to avoid being poisoned in the process.

It takes me to the teachings of the Buddha, in particular sati or mindfulness. It helps cultivate wisdom and insight with regard to one’s own mind and the world.

One can meditate on the five aggregates or the Pañcakkhandha: Rūpa (form/matter), vedanā (feeling/sensation), saññā (perception/recognition), saṅkhāra (mental formations / volitional activities), and viññāṇa (consciousness/awareness).   A different level to the concerns of a novice or a national chess champion, but then again chess hones such attributes. Good for chess. Good for life. Good for the journey through Saṃsāra.

Patterns and pattern recognition have a lot to do with all this. The Anguttara Nikaya or the Numerical Discourses of the Buddha contains innumerable examples of certain patterns recognised and consequently and systematically elaborated upon by the Enlightened One.  

It’s about the cultivation of the mind, is it not? It’s about acquiring analytical tools, devices that can detect, dissect, design ‘moves.’ In chess. In life.

Diyanath wası’t talking about all these things, but today, in a position that has forced me to think ‘chess’ much more than I did, I’ve begun to appreciate and extrapolate.  Today, it’s ‘pattern recognition.’ Chess is much more than that. Life too. For now, Diyanath’s advice from more than a decade ago prompted reflection. Recognition of patterns is what took me to chess this morning or rather ‘pattern’ in chess took me back to that interesting conversation with that remarkable man.  

Now, looking back, thinking of roads taken, avoided and missed, I realise once again the importance of chess in my formative years. It’s not just a game. It’s a guru of deep wisdom disguised as a set of pieces upon sixty four squares.

23 October 2025

Chess IS education


 

On October 20, in Astana, Kazakhstan, the world body for chess (FIDE) and the International School Chess Federation (ISCF) signed a Memorandum of Cooperation to jointly promote scholastic chess globally as per the deflation of 2026 as ‘The Year of Chess in Education.’ Accordingly, the two organisations will launch a series of international school team tournaments as the flagship event of the ‘Chess in education 2026’ programme.

Well, it’s not as though there’s been no chess in schools or ‘chess in education’ all these years. Kids even as young as just three years old have taken to chess for decades if not centuries. In Sri Lanka, the vast majority of active players are still in school. Schoolboys and schoolgirls have won the national title on numerous occasions, some as young as 12! In fact the national team, going back to the 1970s, always had one or more school going players. If you prefer a quantitative argument, consider the fact that over 27,000 kids take part in the age group tournaments organized by the Schools Chess Association. And that’s from all provinces, all districts and all educational zones! Sri Lanka boasts of the highest percentage of chess players in the region.

That said, the FIDE/ISCF move is timely and significant.  Today it is widely recognised that chess is not an extracurricular activity for schoolchildren. It is co-curricular for many reasons. Let’s consider.

Chess develops critical thinking. It is a game, certainly, and has all the attributes one associates with competition of any kind. And yet, it also trains students to assess situations, anticipate consequences and make informed and rational decisions, all of which are core aspects of analytical education.

Chess enhances problem-solving skills. Yes, every move offers a player a problem to be solved. So they assess options and pick the most effective way forward. That’s essentially what mathematical and scientific reasoning is all about.

Chess develops concentration and focus. The players have to demonstrate sustained attention and patience. They must learn to quell distraction of any and every kind. They have to reduce the dimensions of the universe to 64 squares and the innumerable permutations therein. Such traits invariably get applied in all classroom/learning environments, making for better learning and greater efficiency in the application of knowledge acquired.

Chess encourages strategic planning. Players have to think ahead, consider multiple move-sequences and also adapt to the unexpected, be it pleasant or unpleasant.

Chess encourages responsibility and accountability. Since every move has consequences, they have to live with the choices they make, reflect on thinking-errors, adjust preparation and correct flawed ways of thinking. They can’t pass the buck, so to speak.

Chess strengthens memory and cognitive capacity. It is a game where pattern-recognition plays an important role. It is a tactical game that boosts short and long term memory as well as general learning ability.
 
Chess promotes creativity and imagination. One has to visualise piece combinations and relevant squares for the pieces that make for a better position and thereby improve the chances of winning. The player has to then come up with strategies that can deliver the ‘visual’ that is desired. And here, imagination and innovation come into play. That’s ‘thinking outside the box’ long before they encounter the phrase in the classroom. That’s science and also the arts. It’s poetry.

Chess instills patience and resilience. Players have to cope with mistakes and continue to look for ways of recovery. They have to grind out wins from seemingly equal positions, pushing a tiny advantage, making it bigger incrementally until the aggregate yields a clear and winning edge. Takes time. Requires patience.

Chess supports mathematical and logical reasoning.
There’s geometry involved. There’s pattern-recognition as mentioned above. There’s calculation too. In short the reinforcing of foundational STEM skills.

Chess helps bridge cultures and foster social learning. It is a universal language, in fact, and as such helps connect peoples across age, background and culture, fostering communication, respect and the worth of shared learning experiences.

One could add more.

Now, it is true that some of the above are not entirely absent in other sports. There’s problem-solving, analysis, patience, resilience and even geometry that can be  learned in rugby, cricket, soccer or any other sport. And yet, it would be quite a challenge to think of any discipline that requires players, especially children as young as 4 or 5, to ‘problem-solve’ for 3-4 hours at a stretch and sometimes 2-3 in a single day. 

Chess in education is an excellent idea. Chess in education is an old idea, yes. Chess IS education. That’s something educationists are fast learning and if Sri Lanka wishes to be ahead of the curve then it would be remarkable for the Ministry of Education to consider introducing chess to the formal curriculum. It’s a fun way of learning skills that will be with the learner for life. 

Let's extrapolate: since almost 300,000 kids unroll in grade one in a given year, just imagine what that number of young people armed with the above-mentioned skills could do for the country and the world 15-20 years down the road. Remember that the education system will continue to generate similar numbers every year thereafter.

Chess is education. It’s time we learned this.  
 
[This article was published in the Daily News under the weekly column title 'The Recurrent Thursday']
 
Malinda Seneviratne is a FIDE Instructor and a long-time mentor of chess players at his alma mater, Royal College. He was the Manager/Captain of the Sri Lanka team that won a category gold medal at the Tromso Olympiad in 2014.