Balancing between play as an ontological event and clear learning goals

As Gadamer notices, play is a place where ‘something’ happens, which goes beyond the subjective intentions and “wanting and doing”. When engaged self-forgettingly in play, we are so to speak, ‘grasped by life itself’. This leads to the question; how do I as a university teacher balance between clear learning goals set up by the university and students caught by play? There is an ontological dimension connected to play that contrasts the general mood of being a university student. How do we approach this and more concretely, how do we work with ‘play-based learning’ in higher education?