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@ -55,41 +55,29 @@
## 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.