From 19f1e1464e8db55fc458665e79b70078fba4dc52 Mon Sep 17 00:00:00 2001 From: aleidk Date: Wed, 23 Apr 2025 16:46:18 -0400 Subject: [PATCH] add knowledge hydrant --- notes/knoledge-hydrant.md | 595 ++++++++++++++++++-------------------- 1 file changed, 281 insertions(+), 314 deletions(-) diff --git a/notes/knoledge-hydrant.md b/notes/knoledge-hydrant.md index 7f13aa4..afd26e5 100644 --- a/notes/knoledge-hydrant.md +++ b/notes/knoledge-hydrant.md @@ -3,93 +3,81 @@ * [Knowledge Hydrant](#knowledge-hydrant) - * [Introduction](#introduction) - * [Concepts](#concepts) - * [Summary](#summary) - * [1. SPIRIT](#1-spirit) - * [2. ATMOSPHERE](#2-atmosphere) - * [3. ROLES](#3-roles) - * [4. CUSTOMS](#4-customs) - * [1. Spirit](#1-spirit-1) - * [1.1 Knowledge Hydrant](#11-knowledge-hydrant) - * [1.2 Pool of Insight](#12-pool-of-insight) - * [1.3 SAFE PLACE](#13-safe-place) - * [1.4 ENDURING ENERGY](#14-enduring-energy) - * [Frequent Meetings](#frequent-meetings) - * [Hour Meetings](#hour-meetings) - * [Short Breaks](#short-breaks) - * [1.5 KINDRED COLLABORATORS](#15-kindred-collaborators) - * [2. ATMOSPHERE](#2-atmosphere-1) - * [2.1 COMMON GROUND](#21-common-ground) - * [2.2 PUBLIC LIVING ROOM](#22-public-living-room) - * [2.3 INTIMATE CIRCLE](#23-intimate-circle) - * [2.4 VIRTUAL SPACE](#24-virtual-space) - * [3. ROLES](#3-roles-1) - * [3.1 ENTHUSIASTIC LEADER](#31-enthusiastic-leader) - * [3.2 MOTIVATED MODERATOR](#32-motivated-moderator) - * [Prepare thoroughly](#prepare-thoroughly) - * [Ask the opening question](#ask-the-opening-question) - * [Resuscitate deteriorating dialogues](#resuscitate-deteriorating-dialogues) - * [Handle side conversations](#handle-side-conversations) - * [Refocus by reading](#refocus-by-reading) - * [Let people speak](#let-people-speak) - * [Challenge groundless criticism](#challenge-groundless-criticism) - * [Rotate Moderators](#rotate-moderators) - * [Background Requirements](#background-requirements) - * [Elucidation Statement or Questions](#elucidation-statement-or-questions) - * [Politeness & Patience](#politeness--patience) - * [3.3 ACTIVE PARTICIPANT](#33-active-participant) - * [3.4 PREPARED PARTICIPANT](#34-prepared-participant) - * [3.5 DISTINGUISHED PARTICIPANT](#35-distinguished-participant) - * [4. CUSTOMS](#4-customs-1) - * [4.1 OPENING QUESTION](#41-opening-question) - * [4.2 SEQUENTIAL STUDY](#42-sequential-study) - * [4.3 AGENDA](#43-agenda) - * [4.4 SUBGROUP](#44-subgroup) - * [4.5 STUDY CYCLE](#45-study-cycle) - * [4.6 DISTRIBUTED DIARY](#46-distributed-diary) - * [4.7 AFTER HOURS](#47-after-hours) + * [Introduction](#introduction) + * [Concepts](#concepts) + * [Summary](#summary) + * [1. SPIRIT](#1-spirit) + * [2. ATMOSPHERE](#2-atmosphere) + * [3. ROLES](#3-roles) + * [4. CUSTOMS](#4-customs) + * [1. Spirit](#1-spirit-1) + * [1.1 Knowledge Hydrant](#11-knowledge-hydrant) + * [1.2 Pool of Insight](#12-pool-of-insight) + * [1.3 SAFE PLACE](#13-safe-place) + * [1.4 ENDURING ENERGY](#14-enduring-energy) + * [Frequent Meetings](#frequent-meetings) + * [Hour Meetings](#hour-meetings) + * [Short Breaks](#short-breaks) + * [1.5 KINDRED COLLABORATORS](#15-kindred-collaborators) + * [2. ATMOSPHERE](#2-atmosphere-1) + * [2.1 COMMON GROUND](#21-common-ground) + * [2.2 PUBLIC LIVING ROOM](#22-public-living-room) + * [2.3 INTIMATE CIRCLE](#23-intimate-circle) + * [2.4 VIRTUAL SPACE](#24-virtual-space) + * [3. ROLES](#3-roles-1) + * [3.1 ENTHUSIASTIC LEADER](#31-enthusiastic-leader) + * [3.2 MOTIVATED MODERATOR](#32-motivated-moderator) + * [Prepare thoroughly](#prepare-thoroughly) + * [Ask the opening question](#ask-the-opening-question) + * [Resuscitate deteriorating dialogues](#resuscitate-deteriorating-dialogues) + * [Handle side conversations](#handle-side-conversations) + * [Refocus by reading](#refocus-by-reading) + * [Let people speak](#let-people-speak) + * [Challenge groundless criticism](#challenge-groundless-criticism) + * [Rotate Moderators](#rotate-moderators) + * [Background Requirements](#background-requirements) + * [Elucidation Statement or Questions](#elucidation-statement-or-questions) + * [Politeness & Patience](#politeness--patience) + * [3.3 ACTIVE PARTICIPANT](#33-active-participant) + * [3.4 PREPARED PARTICIPANT](#34-prepared-participant) + * [3.5 DISTINGUISHED PARTICIPANT](#35-distinguished-participant) + * [4. CUSTOMS](#4-customs-1) + * [4.1 OPENING QUESTION](#41-opening-question) + * [4.2 SEQUENTIAL STUDY](#42-sequential-study) + * [4.3 AGENDA](#43-agenda) + * [4.4 SUBGROUP](#44-subgroup) + * [4.5 STUDY CYCLE](#45-study-cycle) + * [4.6 DISTRIBUTED DIARY](#46-distributed-diary) + * [4.7 AFTER HOURS](#47-after-hours) ## Introduction A study group can make a difficult book easier to understand, it can -succeed -where an unsatisfying class fails, and it can support you if your -environment -doesn't support your ongoing learning and growth. +succeed where an unsatisfying class fails, and it can support you if +your environment doesn't support your ongoing learning and growth. A study group is a collection of individuals who meet regularly to -improve -their understanding of some non-trivial subject, like a body of great -literature, -by participating in dialogue. +improve their understanding of some non-trivial subject, like a body +of great literature, by participating in dialogue. The authors and architects of the original pattern language understood -that -individuals vary in how they obtain knowledge. Some don’t have a lot -of time -and want to gain knowledge as fast as possible. Others prefer to -extract as -much knowledge as they can by pondering a work’s every paragraph and -page. Still others prefer to study a work’s visual elements–its -photographs -and sketches–before diving into the words. +that individuals vary in how they obtain knowledge. Some don’t have a +lot of time and want to gain knowledge as fast as possible. Others +prefer to extract as much knowledge as they can by pondering a work’s +every paragraph and page. Still others prefer to study a work’s visual +elements–its photographs and sketches–before diving into the words. There are 21 patterns in this pattern language. They are grouped into -four -sections called Spirit, Atmosphere, Roles, and Customs. As you study -the -patterns from each section, consider the structure of this language: * -*the -patterns from the Spirit section, at the beginning of the language, -help to -define the study group's core, its spirit of learning. The patterns -that follow -this section, in Atmosphere, Roles and Customs, are all intimately -tied to the -earliest core patterns and serve to re-enforce them**. +four sections called Spirit, Atmosphere, Roles, and Customs. As you +study the patterns from each section, consider the structure of this +language: +**the patterns from the Spirit section, at the beginning of the +language, help to define the study group's core, its spirit of +learning. The patterns that follow this section, in Atmosphere, Roles +and Customs, are all intimately tied to the earliest core patterns and +serve to re-enforce them**. ## Concepts @@ -102,9 +90,8 @@ earliest core patterns and serve to re-enforce them**. ### 1. SPIRIT _After identifying a great source of knowledge in a subject, work to -create a -rewarding, intellectually safe environment for the study of that -subject._ +create a rewarding, intellectually safe environment for the study of +that subject._ 1. KNOWLEDGE HYDRANT 2. POOL OF INSIGHT @@ -115,8 +102,7 @@ subject._ ### 2. ATMOSPHERE _Establish a home for the study group that is centrally located, -comfortable, -aesthetically pleasing, and conducive to dialogue._ +comfortable, aesthetically pleasing, and conducive to dialogue._ 1. COMMON GROUND 2. PUBLIC LIVING ROOM @@ -126,8 +112,7 @@ aesthetically pleasing, and conducive to dialogue._ ### 3. ROLES _Lead and energize the group, come prepared, and help guide dialogues -so -that they are insightful and productive._ +so that they are insightful and productive._ 1. ENTHUSIASTIC LEADER 2. MOTIVATED MODERATOR @@ -139,10 +124,8 @@ that they are insightful and productive._ _Follow customs that will re-enforce the spirit of the group, piquing participant's interest in dialogues, accommodating different learning -levels, -making the study of literature easier, recording group experiences, -and -drawing people closer together._ +levels, making the study of literature easier, recording group +experiences, and drawing people closer together._ 1. OPENING QUESTION 2. SEQUENTIAL STUDY @@ -160,29 +143,25 @@ drawing people closer together._ > unsimplified, form? This ignorance about great literature is widespread. It exists today -primarily -because several important ideas about great literature have been -forgotten. -These include some of the following facts: +primarily because several important ideas about great literature have +been forgotten. These include some of the following facts: - The hard work put into the study of great literature is worthwhile - because - it ensures that people retain the knowledge they wish to obtain + because it ensures that people retain the knowledge they wish to + obtain - Great literature is much easier to understand when it is studied in - an - intelligent sequence ([4.2 SEQUENTIAL STUDY](#42-sequential-study)) + an intelligent + sequence ([4.2 SEQUENTIAL STUDY](#42-sequential-study)) - It is easier and more rewarding to study great literature with other people ([1.2 POOL OF INSIGHT)](#12-pool-of-insight)) **Discover the great literature in your profession or area of -interest—the finest books, articles, and speeches ever -written—and then begin an earnest study of these works.** +interest—the finest books, articles, and speeches ever written—and +then begin an earnest study of these works.** So how do you find the great literature worthy of study? Ask people. -Ask -knowledgeable people which authors they like, what are their favorite -books, -what profoundly influenced them? +Ask knowledgeable people which authors they like, what are their +favorite books, what profoundly influenced them? After identifying the works, form or join a study group ([1.2 POOL OF INSIGHT](#12-pool-of-insight)), order the works @@ -198,47 +177,36 @@ compose an [4.3 AGENDA](#43-agenda). > of great literature easier and more rewarding. **To obtain the fullest understanding of great literature--to -penetrate its -meaning – it is tremendously helpful to read and study a work on one's -own -and then engage in meaningful dialogue on the work with others.** +penetrate its meaning – it is tremendously helpful to read and study a +work on one's own and then engage in meaningful dialogue on the work +with others.** In dialogue, people get the chance to learn from themselves and from -their -colleagues. In communicating how they understand something, people -may: +their colleagues. In communicating how they understand something, +people may: - clarify what confused others - expose their own misunderstandings - reveal new ideas - articulate that which they didn't know they knew -There is a spirit present in dialogues that one doesn't -find in many other learning environments. Frequent meetings help -sustain this +There is a spirit present in dialogues that one doesn't find in many +other learning environments. Frequent meetings help sustain this spirit. **When a group doesn't meet frequently, it can struggle to -keep its -momentum and enthusiasm**; lively subjects and debates can fade -between -meetings, and if people miss just one meeting, they will be absent for -a very -long period. **Many groups sustain a group's spirit by meeting weekly -or -biweekly**. +keep its momentum and enthusiasm**; lively subjects and debates can +fade between meetings, and if people miss just one meeting, they will +be absent for a very long period. **Many groups sustain a group's +spirit by meeting weekly or biweekly**. Group study also helps motivate people to learn, especially when they -are no -longer officially "in school." A reading assignment every week or -every other -week can help individuals continue to learn while balancing work and -family -life. +are no longer officially "in school." A reading assignment every week +or every other week can help individuals continue to learn while +balancing work and family life. -**Read and study literature on one's own, but discuss it with -others in a regular study group. Aim to ask questions about -what you don't know and explain what you do know. Your -exchanges with colleagues will enrich your understanding -immensely.** +**Read and study literature on one's own, but discuss it with others +in a regular study group. Aim to ask questions about what you don't +know and explain what you do know. Your exchanges with colleagues will +enrich your understanding immensely.** The best study groups are those in which individuals feel comfortable learning with others ([1.3 SAFE PLACE](#13-safe-place)). @@ -248,43 +216,34 @@ promote dialogues ([2.1 COMMON GROUND](#21-common-ground), [2.2 PUBLIC LIVING ROOM](#22-public-living-room)) and some don't. -The most enriching study happens when a group has a [MOTIVATED -MODERATOR](#32-motivated-moderator) +The most enriching study happens when a group has +a [MOTIVATED MODERATOR](#32-motivated-moderator) and [PREPARED PARTICIPANTS](#34-prepared-participant)... ### 1.3 SAFE PLACE It is so important that a place of learning be a safe place. People -need to feel -that they can experiment, or be wrong, for almost everyone becomes -uncomfortable if they fear that anything they say will be harshly -criticized. -When places of learning have highly critical or judgmental natures, an -individual's ability to learn can easily be compromised. +need to feel that they can experiment, or be wrong, for almost +everyone becomes uncomfortable if they fear that anything they say +will be harshly criticized. When places of learning have highly +critical or judgmental natures, an individual's ability to learn can +easily be compromised. In dialogue, participants must be comfortable to ask questions, even -illogical, -overly simple, or silly questions. **It is the group's task to handle -such -questions in such a way that individuals aren't stifled, or -embarrassed, but -encouraged to continue learning**. +illogical, overly simple, or silly questions. **It is the group's task +to handle such questions in such a way that individuals aren't +stifled, or embarrassed, but encouraged to continue learning**. All participants within a dialogue need to help establish the safe -place. -Usually, it is up to +place. Usually, it is up to the [MOTIVATED MODERATOR](#32-motivated-moderator) to be especially vigilant. With great diversity in a group-- people who are provocative -or -reserved, skeptical or generous, newcomers or veterans --it is very -easy for -study group sessions to become unsafe. +or reserved, skeptical or generous, newcomers or veterans --it is very +easy for study group sessions to become unsafe. Maintaining a safe place is easier if a group establishes customs. -Such -customs can help participants and moderators know what to do when -different -types of discord arise +Such customs can help participants and moderators know what to do when +different types of discord arise > Establish a warm, tolerant, polite and focused environment > in which individuals help each other and where everyone is @@ -297,54 +256,44 @@ types of discord arise > group is long-lived, is another matter altogether. A study group's energy initially comes from its founder. If the -founder is -genuinely interested in creating a thriving, -long-lasting [POOL OF INSIGHT](#12-pool-of-insight), -to improve himself and his community, the group will start life with a -powerful energy. But if the founder is merely interested in short-term -gains, +founder is genuinely interested in creating a thriving, +long-lasting [POOL OF INSIGHT](#12-pool-of-insight), to improve +himself and his community, the group will start life with a powerful +energy. But if the founder is merely interested in short-term gains, or personal recognition, the group will be short-lived. #### Frequent Meetings It is difficult to maintain any sort of flow, or continuous energy, if -a -group doesn't meet very often. When a group is studying a body of +a group doesn't meet very often. When a group is studying a body of knowledge, a month between meetings is usually far too long for people to maintain focus and enthusiasm. Therefore, have the group meet weekly or bi-weekly. **These frequent meetings will allow a group to -study effectively, and may lead some members to become [KINDRED -COLLABORATORS](#15-kindred-collaborators)**. +study effectively, and may lead some members to +become [KINDRED COLLABORATORS](#15-kindred-collaborators)**. #### Hour Meetings A one-hour meeting is typically not enough time for a group to have an insightful dialogue on a piece of literature. But three hours is too -much -time, since most participants can't actively engage in dialogue for -that -long. Therefore, **limit dialogues to a maximum of 2 hours, and if -energy -has waned significantly before that time, finish the meeting early**. +much time, since most participants can't actively engage in dialogue +for that long. Therefore, **limit dialogues to a maximum of 2 hours, +and if energy has waned significantly before that time, finish the +meeting early**. #### Short Breaks At a certain time in a dialogue, a group's intensity, focus and effectiveness will begin to diminish. If the group doesn't take a -break at -this time, the quality of the dialogue may begin to deteriorate, and -people -will become uncomfortable. Therefore, **allow for a short (ten or -fifteen -minute) break in the middle of a study group session**, to let members -reflect, chat, use the restrooms, and prepare for the next half of the -dialogue. +break at this time, the quality of the dialogue may begin to +deteriorate, and people will become uncomfortable. Therefore, **allow +for a short (ten or fifteen minute) break in the middle of a study +group session**, to let members reflect, chat, use the restrooms, and +prepare for the next half of the dialogue. Equally important, is a group's meeting quarters, since the location -and space -will play a huge role in sustaining a group's energy. People need to -be excited -about attending a group. +and space will play a huge role in sustaining a group's energy. People +need to be excited about attending a group. > Create study groups out of genuine enthusiasm to study a > subject in-depth. Meet weekly or bi-weekly for two hours, @@ -355,18 +304,16 @@ about attending a group. ### 1.5 KINDRED COLLABORATORS Join or form a small group that meets regularly and studies ideas that -are -important to you. As you get to know people, valuable, -career-enhancing -collaborations will develop. +are important to you. As you get to know people, valuable, +career-enhancing collaborations will develop. ## 2. ATMOSPHERE ### 2.1 COMMON GROUND -People want to connect with others but aren't willing -to do so in settings that make them feel uncomfortable. Location plays -a vital role in the life of a group. +People want to connect with others but aren't willing to do so in +settings that make them feel uncomfortable. Location plays a vital +role in the life of a group. > Oldenburg's thesis is that people need informal public places > where they can gather, put aside the concerns of work and @@ -382,15 +329,15 @@ a vital role in the life of a group. ### 2.2 PUBLIC LIVING ROOM Great locations for study groups resemble large, comfortable living -rooms. There are various types of chairs that may be -rearranged, perhaps a sofa and rugs, some lamps or other warm -lighting, and windows. When people feel comfortable they -forget about themselves and may freely engage in dialogue. +rooms. There are various types of chairs that may be rearranged, +perhaps a sofa and rugs, some lamps or other warm lighting, and +windows. When people feel comfortable they forget about themselves and +may freely engage in dialogue. _Some of the best locations are quiet, aesthetic places that invite -reflection_: a centrally located cafe, a spacious -gallery or bookstore, a room with a magnificent view, or some nook or -corner of a hotel or lodge. +reflection_: a centrally located cafe, a spacious gallery or +bookstore, a room with a magnificent view, or some nook or corner of a +hotel or lodge. > Place each sitting space in a position which is protected, not > cut by paths or movements, roughly circular, made so that @@ -414,9 +361,9 @@ corner of a hotel or lodge. > space to make this happen, or don't let groups rearrange the > furniture. -> ...**people will feel oppressed, both when they are either -working in an undifferentiated mass of workers and when -they are forced to work in isolation**. The small group +> ...**people will feel oppressed, both when they are either working +in an undifferentiated mass of workers and when they are forced to +work in isolation**. The small group > achieves a nice balance between the one extreme in which > there are so many people, that there is no opportunity for an > intimate social structure to develop, and the other extreme in @@ -424,9 +371,9 @@ they are forced to work in isolation**. The small group > does not occur at all. > ... > In our own survey of attitudes towards workspace -- taken -> among workers at the Berkeley City Hall -- **we found that -people prefer to be part of a group that ranges from two to -eight.** When there are more than eight, people lose touch +> among workers at the Berkeley City Hall -- **we found that people +prefer to be part of a group that ranges from two to eight.** When +> there are more than eight, people lose touch > with the group as a human gathering. > Choose a location with ample room, many tables and chairs, @@ -441,25 +388,19 @@ eight.** When there are more than eight, people lose touch > staying connected and attracting new members. The trick to building a good site, is to avoid loading the site with -too much -content that will regularly change, and to enlist the group's -participants to -maintain the content that will need routine updating. +too much content that will regularly change, and to enlist the group's +participants to maintain the content that will need routine updating. If the study group keeps a [DISTRIBUTED DIARY](#46-distributed-diary) -or provides feedback -to authors, it is a good idea to post this material to the site, for -the edification -of group members, and to foster online dialogue. For conducting such -dialogues, a simple, group email server or service (such as eGroups) +or provides feedback to authors, it is a good idea to post this +material to the site, for the edification of group members, and to +foster online dialogue. For conducting such dialogues, a simple, group +email server or service (such as eGroups) is useful. [AGENDA](#43-agenda) are particularly helpful for members and -non-members of a -group and are therefore best placed on the site. A good agenda will -span -several months, giving people the chance to plan their schedules and -study -readings prior to group +non-members of a group and are therefore best placed on the site. A +good agenda will span several months, giving people the chance to plan +their schedules and study readings prior to group meetings ([3.4 PREPARED PARTICIPANT](#34-prepared-participant)). > Establish an online presence where the study group's @@ -480,33 +421,28 @@ meetings ([3.4 PREPARED PARTICIPANT](#34-prepared-participant)). > survive. The best leaders are those who are genuinely enthusiastic about a -group's -mission. Such individuals will lead by example and seek to make the -group -thrive, through continuous improvement. +group's mission. Such individuals will lead by example and seek to +make the group thrive, through continuous improvement. - Leaders will help ensure that [AGENDAS](#43-agenda) are kept up to - date, and that the - readings being selected are worthy of the group's attention. + date, and that the readings being selected are worthy of the group's + attention. - To inspire a group, a leader may plan special events at which - authors or - leading scholars visit and participate in dialogues ([DISTINGUISHED - PARTICIPANT](#35-distinguished-participant)). + authors or leading scholars visit and participate in + dialogues ([DISTINGUISHED PARTICIPANT](#35-distinguished-participant)). - To help keep a group informed and to attract new faces, a leader - will help - produce an informative Website ([VIRTUAL SPACE](#24-virtual-space)) - and will encourage - others to invite new members to the group. + will help produce an informative + Website ([VIRTUAL SPACE](#24-virtual-space)) + and will encourage others to invite new members to the group. - Should other groups attempt to subsume the group, the leader will - step in to - either prevent a take-over or to explore the idea with the group. + step in to either prevent a take-over or to explore the idea with + the group. - If a group's meeting location is no longer working for a group, the - leader will - work with others to help find a more suitable location. + leader will work with others to help find a more suitable location. > Lead study groups by example and with enthusiasm. Make > them places where people want to be, and invite the greater @@ -529,19 +465,16 @@ The following practices define what good study group moderators do: When a moderator doesn't prepare thoroughly for a session, when he or she doesn't read thoroughly, or discover important questions about a reading, or understand a moderator's responsibilities, the quality of -a -dialogue may be compromised. **Therefore, moderators must prepare +a dialogue may be compromised. **Therefore, moderators must prepare thoroughly before sessions and understand how to effectively moderate **. #### Ask the opening question Asking challenging, penetrating questions about a reading is essential -to -establishing engaging, enlightening dialogue. **Therefore, moderators -must discover important questions, and ask and re-ask these questions -at -the beginning and throughout a +to establishing engaging, enlightening dialogue. **Therefore, +moderators must discover important questions, and ask and re-ask these +questions at the beginning and throughout a session [OPENING QUESTION](#41-opening-question)**. #### Resuscitate deteriorating dialogues @@ -560,75 +493,62 @@ postponed**. #### Refocus by reading Inattention to an author's words can produce lengthy, unproductive, -off-topic conversations or can lead to wayward -arguments that would cease to exist if a group merely studied a -relevant passage. Therefore, **to refocus a group on an -author's content, moderators may read significant passages out loud**. +off-topic conversations or can lead to wayward arguments that would +cease to exist if a group merely studied a relevant passage. +Therefore, **to refocus a group on an author's content, moderators may +read significant passages out loud**. #### Let people speak Active participants (i.e. people who talk a lot) or veteran members of -a -group, can sometimes make it hard for less active, or newer members of -a -group to effectively participant in a discussion. Therefore, **when -participants struggle to join a dialogue or get a word in edgewise, -moderators must step in and give these individuals opportunities to be -heard**. +a group, can sometimes make it hard for less active, or newer members +of a group to effectively participant in a discussion. Therefore, * +*when participants struggle to join a dialogue or get a word in +edgewise, moderators must step in and give these individuals +opportunities to be heard**. #### Challenge groundless criticism Non-specific or detail-free criticism, like "I just didn't like it", -fails to -enlighten anyone and isn't helpful to a dialogue. Therefore, * -*moderators -must challenge groundless criticism**, often by asking individuals -what -exactly they disliked. +fails to enlighten anyone and isn't helpful to a dialogue. +Therefore, * +*moderators must challenge groundless criticism**, often by asking +individuals what exactly they disliked. #### Rotate Moderators **A moderator who really knows a particular piece of literature and -also -knows how to moderate, is a lot better than a moderator who only knows -how to moderate but doesn't know the literature.** Therefore, rotate -moderators, particularly when individuals are expert in various -readings, -but also to give others a chance at playing the role. +also knows how to moderate, is a lot better than a moderator who only +knows how to moderate but doesn't know the literature.** Therefore, +rotate moderators, particularly when individuals are expert in various +readings, but also to give others a chance at playing the role. #### Background Requirements It's great if everyone participates in a dialogue, provided that -everyone is -on the same page: if an individual is clearly way over his or her -head, it -may mean that the individual needs to catch up to the group by -studying -some previous papers or books. Therefore, **moderators must gage -whether participants are dragging a group down with unrelated or -unnecessary questions, and if they are, the moderator needs to -politely -tell the participant to do some homework or form or join -a [SUBGROUP](#44-subgroup)**. +everyone is on the same page: if an individual is clearly way over his +or her head, it may mean that the individual needs to catch up to the +group by studying some previous papers or books. Therefore, * +*moderators must gage whether participants are dragging a group down +with unrelated or unnecessary questions, and if they are, the +moderator needs to politely tell the participant to do some homework +or form or join a [SUBGROUP](#44-subgroup)**. #### Elucidation Statement or Questions If a part of a group simply isn't understanding something, and it is holding back the rest of the group, or the misunderstanding is leading -to -more confusion, something needs to be done to clarify the confusion. -Therefore, **moderators must be aware of what is confusing people and -either ask questions that will help clarify the point or clearly -explain the -point**. +to more confusion, something needs to be done to clarify the +confusion. Therefore, **moderators must be aware of what is confusing +people and either ask questions that will help clarify the point or +clearly explain the point**. #### Politeness & Patience Rude behavior within a study group must never be allowed. Therefore, **the moderator must make the peace, and get all members to understand that all members need to respect each other, regardless of whether or -not -they agree**. +not they agree**. > Moderate dialogues by asking penetrating questions, keeping > dialogues focused, balancing diverse personalities, and @@ -646,18 +566,15 @@ they agree**. > can actively change a group, helping mold it to meet their > needs -Each group is really shaped and managed by both its [ENTHUSIASTIC -LEADER](#31-enthusiastic-leader) and its regular participants. If the -leader and the participants -work together, they can make the group a powerful educational center -for -every participant. +Each group is really shaped and managed by both +its [ENTHUSIASTIC LEADER](#31-enthusiastic-leader) and its regular +participants. If the leader and the participants work together, they +can make the group a powerful educational center for every +participant. Being an active participant doesn't just mean getting your needs met. -It also -means helping others to get theirs needs met - and this can have a -tremendous -effect on the group's lifespan. +It also means helping others to get theirs needs met - and this can +have a tremendous effect on the group's lifespan. > Actively and patiently shape a study group by seeing to it > that the group meets your needs. Work with the group's @@ -677,8 +594,7 @@ effect on the group's lifespan. > than further a productive inquiry. If a group chooses to study some piece of literature, a participant -who -thoroughly prepares will actively read and note: +who thoroughly prepares will actively read and note: - what they did and did not understand - what they thought were key points @@ -689,21 +605,16 @@ thoroughly prepares will actively read and note: Now it is not common for all participants within a dialogue to prepare thoroughly. So what does a group do when an unprepared participant is thwarting a dialogue? Since dialogues can handle only so many -superfluous -contributions before they begin to sour, prepared participants need to -be -vigilant and assist a +superfluous contributions before they begin to sour, prepared +participants need to be vigilant and assist a dialogue's [MOTIVATED MODERATORs ](#32-motivated-moderator) in assertively keeping things focused, civil, and productive. Another technique, which is far from optimal but sometimes necessary -for -groups with busy professionals, gives people time to read and discuss -passages when the group meets. This does not usually give a group a -chance -to get a deep understanding of a reading, but it can be a way to -launch a -dialogue if few have had time to prepare. +for groups with busy professionals, gives people time to read and +discuss passages when the group meets. This does not usually give a +group a chance to get a deep understanding of a reading, but it can be +a way to launch a dialogue if few have had time to prepare. > Study literature thoroughly prior to each study session. > Select great literature for study since people will be more @@ -743,11 +654,9 @@ participate in the group's dialogue as an equal member. ### 4.1 OPENING QUESTION A dialogue is set in motion by an opening question. When the question -is -good–when it reveals subtle meanings, inherent contradictions or -far-reaching -consequences–people within a group can become aware of what they don't -understand, thereby paving the way for learning. +is good–when it reveals subtle meanings, inherent contradictions or +far-reaching consequences–people within a group can become aware of +what they don't understand, thereby paving the way for learning. > ...They should be questions that raise issues; questions that > raise further questions when first answers are given to them; @@ -786,10 +695,9 @@ understand, thereby paving the way for learning. ### 4.4 SUBGROUP -Study groups can reach a size where they are no longer -effective. In addition, not everyone within a study group is -at the same level or knowledge, or is interested in studying -the same subjects. +Study groups can reach a size where they are no longer effective. In +addition, not everyone within a study group is at the same level or +knowledge, or is interested in studying the same subjects. The following list provides some reasons for forming study groups: @@ -836,6 +744,65 @@ The following list provides some reasons for forming study groups: ### 4.5 STUDY CYCLE +> Veteran members of a mature group tend to study advanced +> pieces of literature. This can be a problem for new or +> prospective members, who need to study earlier, +> foundational works, before they may contribute +> meaningfully in dialogues on advanced topics. + +> Package readings into collections, which a group of +> individuals may undertake to study. Combine the study +> cycle with a SUBGROUP, which will repeat the cycle over +> and over as long as there is interest either in the group, or +> with individuals who wish to join the group. + ### 4.6 DISTRIBUTED DIARY +> Study groups generate valuable ideas, questions and +> commentary. If this output is not recorded and made public, +> only attending group members will benefit, leaving everyone +> else (including members who were not able to attend a +> session) with nothing. + +- Communal Card Writing At the commencement of a study session, all + participants are given small index cards, on which they are + instructed to write 2-3 sentences, which they feel capture the most + important ideas of the session. +- Card Compiler At the commencement of a session, one person + volunteers to play the role of card compiler. This individual will + contribute a card with 2-3 sentences, and at the conclusion of the + session, will gather all the cards, for later processing. +- Diary Composition Within a day or two of the session, the card + compiler will compose a diary containing all the generated ideas + from the group. + +If the group follows the custom of asking +an [OPENING QUESTION](#41-opening-question), it is a good idea to +record this question in the final diary. For the edification of a +study group, and its community, diaries are placed +on [VIRTUAL SPACES](#24-virtual-space). + +> Let all participants capture what they think are the most +> important ideas, questions or commentary of a study group +> session. One person will compile the group's observations +> into a single diary, which may be distributed to all group +> members. + ### 4.7 AFTER HOURS + +> Sometimes people learn more after a group meets than when +> a group meets. After meetings, people continue lively +> dialogues, get to know each other, blow off stream, exchange +> ideas, and discover opportunities. Yet so many groups fail to +> include social time. + +After a study group session concludes, it's a good idea to go +somewhere else for the group's after hours time, since people get +tired of being in the same place. More people will come out after +hours if they can walk to the location, and if there are a variety of +foods and drinks available. + +> Have unofficial meetings after official meetings. Go +> someplace fun, easy to get to or within walking distance, +> where members may eat and drink together, share +> experiences, network and enjoy each other's company. \ No newline at end of file