add knowledge hydrant

notes/knoledge-hydrant.md

@@ -55,41 +55,29 @@
 ## Introduction
 
 A study group can make a difficult book easier to understand, it can
-succeed
+succeed where an unsatisfying class fails, and it can support you if
-where an unsatisfying class fails, and it can support you if your
+your environment doesn't support your ongoing learning and growth.
-environment
-doesn't support your ongoing learning and growth.
 
 A study group is a collection of individuals who meet regularly to
-improve
+improve their understanding of some non-trivial subject, like a body
-their understanding of some non-trivial subject, like a body of great
+of great literature, by participating in dialogue.
-literature,
-by participating in dialogue.
 
 The authors and architects of the original pattern language understood
-that
+that individuals vary in how they obtain knowledge. Some don’t have a
-individuals vary in how they obtain knowledge. Some don’t have a lot
+lot of time and want to gain knowledge as fast as possible. Others
-of time
+prefer to extract as much knowledge as they can by pondering a work’s
-and want to gain knowledge as fast as possible. Others prefer to
+every paragraph and page. Still others prefer to study a work’s visual
-extract as
+elements–its photographs and sketches–before diving into the words.
-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
+four sections called Spirit, Atmosphere, Roles, and Customs. As you
-sections called Spirit, Atmosphere, Roles, and Customs. As you study
+study the patterns from each section, consider the structure of this
-the
+language:
-patterns from each section, consider the structure of this language: *
+**the patterns from the Spirit section, at the beginning of the
-*the
+language, help to define the study group's core, its spirit of
-patterns from the Spirit section, at the beginning of the language,
+learning. The patterns that follow this section, in Atmosphere, Roles
-help to
+and Customs, are all intimately tied to the earliest core patterns and
-define the study group's core, its spirit of learning. The patterns
+serve to re-enforce them**.
-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
+create a rewarding, intellectually safe environment for the study of
-rewarding, intellectually safe environment for the study of that
+that subject._
-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,
+comfortable, aesthetically pleasing, and conducive to dialogue._
-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
+so that they are insightful and productive._
-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,
+levels, making the study of literature easier, recording group
-making the study of literature easier, recording group experiences,
+experiences, and drawing people closer together._
-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
+primarily because several important ideas about great literature have
-because several important ideas about great literature have been
+been forgotten. These include some of the following facts:
-forgotten.
-These include some of the following facts:
 
 - The hard work put into the study of great literature is worthwhile
-  because
+  because it ensures that people retain the knowledge they wish to
-  it ensures that people retain the knowledge they wish to obtain
+  obtain
 - Great literature is much easier to understand when it is studied in
-  an
+  an intelligent
-  intelligent sequence ([4.2 SEQUENTIAL STUDY](#42-sequential-study))
+  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
+interest—the finest books, articles, and speeches ever written—and
-written—and then begin an earnest study of these works.**
+then begin an earnest study of these works.**
 
 So how do you find the great literature worthy of study? Ask people.
-Ask
+Ask knowledgeable people which authors they like, what are their
-knowledgeable people which authors they like, what are their favorite
+favorite books, what profoundly influenced them?
-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
+penetrate its meaning – it is tremendously helpful to read and study a
-meaning – it is tremendously helpful to read and study a work on one's
+work on one's own and then engage in meaningful dialogue on the work
-own
+with others.**
-and then engage in meaningful dialogue on the work with others.**
 
 In dialogue, people get the chance to learn from themselves and from
-their
+their colleagues. In communicating how they understand something,
-colleagues. In communicating how they understand something, people
+people may:
-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
+There is a spirit present in dialogues that one doesn't find in many
-find in many other learning environments. Frequent meetings help
+other learning environments. Frequent meetings help sustain this
-sustain this
 spirit. **When a group doesn't meet frequently, it can struggle to
-keep its
+keep its momentum and enthusiasm**; lively subjects and debates can
-momentum and enthusiasm**; lively subjects and debates can fade
+fade between meetings, and if people miss just one meeting, they will
-between
+be absent for a very long period. **Many groups sustain a group's
-meetings, and if people miss just one meeting, they will be absent for
+spirit by meeting weekly or biweekly**.
-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
+are no longer officially "in school." A reading assignment every week
-longer officially "in school." A reading assignment every week or
+or every other week can help individuals continue to learn while
-every other
+balancing work and family life.
-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
+**Read and study literature on one's own, but discuss it with others
-others in a regular study group. Aim to ask questions about
+in a regular study group. Aim to ask questions about what you don't
-what you don't know and explain what you do know. Your
+know and explain what you do know. Your exchanges with colleagues will
-exchanges with colleagues will enrich your understanding
+enrich your understanding immensely.**
-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
+The most enriching study happens when a group has
-MODERATOR](#32-motivated-moderator)
+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
+need to feel that they can experiment, or be wrong, for almost
-that they can experiment, or be wrong, for almost everyone becomes
+everyone becomes uncomfortable if they fear that anything they say
-uncomfortable if they fear that anything they say will be harshly
+will be harshly criticized. When places of learning have highly
-criticized.
+critical or judgmental natures, an individual's ability to learn can
-When places of learning have highly critical or judgmental natures, an
+easily be compromised.
-individual's ability to learn can easily be compromised.
 
 In dialogue, participants must be comfortable to ask questions, even
-illogical,
+illogical, overly simple, or silly questions. **It is the group's task
-overly simple, or silly questions. **It is the group's task to handle
+to handle such questions in such a way that individuals aren't
-such
+stifled, or embarrassed, but encouraged to continue learning**.
-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.
+place. Usually, it is up to
-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
+or reserved, skeptical or generous, newcomers or veterans --it is very
-reserved, skeptical or generous, newcomers or veterans --it is very
+easy for study group sessions to become unsafe.
-easy for
-study group sessions to become unsafe.
 
 Maintaining a safe place is easier if a group establishes customs.
-Such
+Such customs can help participants and moderators know what to do when
-customs can help participants and moderators know what to do when
+different types of discord arise
-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
+founder is genuinely interested in creating a thriving,
-genuinely interested in creating a thriving,
+long-lasting [POOL OF INSIGHT](#12-pool-of-insight), to improve
-long-lasting [POOL OF INSIGHT](#12-pool-of-insight),
+himself and his community, the group will start life with a powerful
-to improve himself and his community, the group will start life with a
+energy. But if the founder is merely interested in short-term gains,
-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
+a group doesn't meet very often. When a group is studying a body of
-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
+study effectively, and may lead some members to
-COLLABORATORS](#15-kindred-collaborators)**.
+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
+much time, since most participants can't actively engage in dialogue
-time, since most participants can't actively engage in dialogue for
+for that long. Therefore, **limit dialogues to a maximum of 2 hours,
-that
+and if energy has waned significantly before that time, finish the
-long. Therefore, **limit dialogues to a maximum of 2 hours, and if
+meeting early**.
-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
+break at this time, the quality of the dialogue may begin to
-this time, the quality of the dialogue may begin to deteriorate, and
+deteriorate, and people will become uncomfortable. Therefore, **allow
-people
+for a short (ten or fifteen minute) break in the middle of a study
-will become uncomfortable. Therefore, **allow for a short (ten or
+group session**, to let members reflect, chat, use the restrooms, and
-fifteen
+prepare for the next half of the dialogue.
-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
+and space will play a huge role in sustaining a group's energy. People
-will play a huge role in sustaining a group's energy. People need to
+need to be excited about attending a group.
-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
+are important to you. As you get to know people, valuable,
-important to you. As you get to know people, valuable,
+career-enhancing collaborations will develop.
-career-enhancing
-collaborations will develop.
 
 ## 2. ATMOSPHERE
 
 ### 2.1 COMMON GROUND
 
-People want to connect with others but aren't willing
+People want to connect with others but aren't willing to do so in
-to do so in settings that make them feel uncomfortable. Location plays
+settings that make them feel uncomfortable. Location plays a vital
-a vital role in the life of a group.
+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
+rooms. There are various types of chairs that may be rearranged,
-rearranged, perhaps a sofa and rugs, some lamps or other warm
+perhaps a sofa and rugs, some lamps or other warm lighting, and
-lighting, and windows. When people feel comfortable they
+windows. When people feel comfortable they forget about themselves and
-forget about themselves and may freely engage in dialogue.
+may freely engage in dialogue.
 
 _Some of the best locations are quiet, aesthetic places that invite
-reflection_: a centrally located cafe, a spacious
+reflection_: a centrally located cafe, a spacious gallery or
-gallery or bookstore, a room with a magnificent view, or some nook or
+bookstore, a room with a magnificent view, or some nook or corner of a
-corner of a hotel or lodge.
+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
+> ...**people will feel oppressed, both when they are either working
-working in an undifferentiated mass of workers and when
+in an undifferentiated mass of workers and when they are forced to
-they are forced to work in isolation**. The small group
+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
+> among workers at the Berkeley City Hall -- **we found that people
-people prefer to be part of a group that ranges from two to
+prefer to be part of a group that ranges from two to eight.** When
-eight.** When there are more than eight, people lose touch
+> 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
+too much content that will regularly change, and to enlist the group's
-content that will regularly change, and to enlist the group's
+participants to maintain the content that will need routine updating.
-participants to
-maintain the content that will need routine updating.
 
 If the study group keeps a [DISTRIBUTED DIARY](#46-distributed-diary)
-or provides feedback
+or provides feedback to authors, it is a good idea to post this
-to authors, it is a good idea to post this material to the site, for
+material to the site, for the edification of group members, and to
-the edification
+foster online dialogue. For conducting such dialogues, a simple, group
-of group members, and to foster online dialogue. For conducting such
+email server or service (such as eGroups)
-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
+non-members of a group and are therefore best placed on the site. A
-group and are therefore best placed on the site. A good agenda will
+good agenda will span several months, giving people the chance to plan
-span
+their schedules and study readings prior to group
-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
+group's mission. Such individuals will lead by example and seek to
-mission. Such individuals will lead by example and seek to make the
+make the group thrive, through continuous improvement.
-group
-thrive, through continuous improvement.
 
 - Leaders will help ensure that [AGENDAS](#43-agenda) are kept up to
-  date, and that the
+  date, and that the readings being selected are worthy of the group's
-  readings being selected are worthy of the group's attention.
+  attention.
 
 - To inspire a group, a leader may plan special events at which
-  authors or
+  authors or leading scholars visit and participate in
-  leading scholars visit and participate in dialogues ([DISTINGUISHED
+  dialogues ([DISTINGUISHED PARTICIPANT](#35-distinguished-participant)).
-  PARTICIPANT](#35-distinguished-participant)).
 
 - To help keep a group informed and to attract new faces, a leader
-  will help
+  will help produce an informative
-  produce an informative Website ([VIRTUAL SPACE](#24-virtual-space))
+  Website ([VIRTUAL SPACE](#24-virtual-space))
-  and will encourage
+  and will encourage others to invite new members to the group.
-  others to invite new members to the group.
 
 - Should other groups attempt to subsume the group, the leader will
-  step in to
+  step in to either prevent a take-over or to explore the idea with
-  either prevent a take-over or to explore the idea with the group.
+  the group.
 
 - If a group's meeting location is no longer working for a group, the
-  leader will
+  leader will work with others to help find a more suitable location.
-  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
+a dialogue may be compromised. **Therefore, moderators must prepare
-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
+to establishing engaging, enlightening dialogue. **Therefore,
-establishing engaging, enlightening dialogue. **Therefore, moderators
+moderators must discover important questions, and ask and re-ask these
-must discover important questions, and ask and re-ask these questions
+questions at the beginning and throughout a
-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
+off-topic conversations or can lead to wayward arguments that would
-arguments that would cease to exist if a group merely studied a
+cease to exist if a group merely studied a relevant passage.
-relevant passage. Therefore, **to refocus a group on an
+Therefore, **to refocus a group on an author's content, moderators may
-author's content, moderators may read significant passages out loud**.
+read significant passages out loud**.
 
 #### Let people speak
 
 Active participants (i.e. people who talk a lot) or veteran members of
-a
+a group, can sometimes make it hard for less active, or newer members
-group, can sometimes make it hard for less active, or newer members of
+of a group to effectively participant in a discussion. Therefore, *
-a
+*when participants struggle to join a dialogue or get a word in
-group to effectively participant in a discussion. Therefore, **when
+edgewise, moderators must step in and give these individuals
-participants struggle to join a dialogue or get a word in edgewise,
+opportunities to be heard**.
-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
+fails to enlighten anyone and isn't helpful to a dialogue.
-enlighten anyone and isn't helpful to a dialogue. Therefore, *
+Therefore, *
-*moderators
+*moderators must challenge groundless criticism**, often by asking
-must challenge groundless criticism**, often by asking individuals
+individuals what exactly they disliked.
-what
-exactly they disliked.
 
 #### Rotate Moderators
 
 **A moderator who really knows a particular piece of literature and
-also
+also knows how to moderate, is a lot better than a moderator who only
-knows how to moderate, is a lot better than a moderator who only knows
+knows how to moderate but doesn't know the literature.** Therefore,
-how to moderate but doesn't know the literature.** Therefore, rotate
+rotate moderators, particularly when individuals are expert in various
-moderators, particularly when individuals are expert in various
+readings, but also to give others a chance at playing the role.
-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
+everyone is on the same page: if an individual is clearly way over his
-on the same page: if an individual is clearly way over his or her
+or her head, it may mean that the individual needs to catch up to the
-head, it
+group by studying some previous papers or books. Therefore, *
-may mean that the individual needs to catch up to the group by
+*moderators must gage whether participants are dragging a group down
-studying
+with unrelated or unnecessary questions, and if they are, the
-some previous papers or books. Therefore, **moderators must gage
+moderator needs to politely tell the participant to do some homework
-whether participants are dragging a group down with unrelated or
+or form or join a [SUBGROUP](#44-subgroup)**.
-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
+to more confusion, something needs to be done to clarify the
-more confusion, something needs to be done to clarify the confusion.
+confusion. Therefore, **moderators must be aware of what is confusing
-Therefore, **moderators must be aware of what is confusing people and
+people and either ask questions that will help clarify the point or
-either ask questions that will help clarify the point or clearly
+clearly explain the point**.
-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
+not they agree**.
-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
+Each group is really shaped and managed by both
-LEADER](#31-enthusiastic-leader) and its regular participants. If the
+its [ENTHUSIASTIC LEADER](#31-enthusiastic-leader) and its regular
-leader and the participants
+participants. If the leader and the participants work together, they
-work together, they can make the group a powerful educational center
+can make the group a powerful educational center for every
-for
+participant.
-every participant.
 
 Being an active participant doesn't just mean getting your needs met.
-It also
+It also means helping others to get theirs needs met - and this can
-means helping others to get theirs needs met - and this can have a
+have a tremendous effect on the group's lifespan.
-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
+who thoroughly prepares will actively read and note:
-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
+superfluous contributions before they begin to sour, prepared
-contributions before they begin to sour, prepared participants need to
+participants need to be vigilant and assist a
-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
+for groups with busy professionals, gives people time to read and
-groups with busy professionals, gives people time to read and discuss
+discuss passages when the group meets. This does not usually give a
-passages when the group meets. This does not usually give a group a
+group a chance to get a deep understanding of a reading, but it can be
-chance
+a way to launch a dialogue if few have had time to prepare.
-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
+is good–when it reveals subtle meanings, inherent contradictions or
-good–when it reveals subtle meanings, inherent contradictions or
+far-reaching consequences–people within a group can become aware of
-far-reaching
+what they don't understand, thereby paving the way for learning.
-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
+Study groups can reach a size where they are no longer effective. In
-effective. In addition, not everyone within a study group is
+addition, not everyone within a study group is at the same level or
-at the same level or knowledge, or is interested in studying
+knowledge, or is interested in studying the same subjects.
-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.