Given the current international context of instability and uncertainty, we were driven by the desire to utilize a digital game to cut across the complexity of public policy, so as to educate our young with the experience and deep learning to be appreciative, accountable and proactive citizens of a globalized world. Having developed a curriculum that synthesizes technology, philosophy and pedagogy, we began our iterations of exploration with Singapore public schools. Through our project, we wanted to share our idea that the learning of public policy, in the form of Singapore's Social Studies curriculum, was disadvantaged with the traditional, transmission-oriented mode of education, and had to be experienced and performed. Data from the impactful dialogic sessions conducted showed that students experienced realistically the problems faced in public policy decision making, and gained a sense of what governance, learnt performatively entailed. (Contains 3 figures.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]