From 2633f52189991d024733bb90fbd00b47157a1c7d 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 | 589 ++++++++++++++++++++++++++------------ 1 file changed, 410 insertions(+), 179 deletions(-) diff --git a/notes/knoledge-hydrant.md b/notes/knoledge-hydrant.md index 53413f1..7f13aa4 100644 --- a/notes/knoledge-hydrant.md +++ b/notes/knoledge-hydrant.md @@ -1,78 +1,94 @@ # Knowledge Hydrant + * [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 +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. -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, +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. -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 +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 +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 +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**. ## Concepts @@ -81,13 +97,14 @@ earliest core patterns and serve to re-enforce them**. |--------------------|------------------------------------------------------------------------------| | [Great] Literature | Piece of information in it's original form, un-destiled, no summarized, etc. | - ## Summary ### 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._ +_After identifying a great source of knowledge in a subject, work to +create a +rewarding, intellectually safe environment for the study of that +subject._ 1. KNOWLEDGE HYDRANT 2. POOL OF INSIGHT @@ -97,7 +114,8 @@ rewarding, intellectually safe environment for the study of that subject._ ### 2. ATMOSPHERE -_Establish a home for the study group that is centrally located, comfortable, +_Establish a home for the study group that is centrally located, +comfortable, aesthetically pleasing, and conducive to dialogue._ 1. COMMON GROUND @@ -107,7 +125,8 @@ aesthetically pleasing, and conducive to dialogue._ ### 3. ROLES -_Lead and energize the group, come prepared, and help guide dialogues so +_Lead and energize the group, come prepared, and help guide dialogues +so that they are insightful and productive._ 1. ENTHUSIASTIC LEADER @@ -119,8 +138,10 @@ that they are insightful and productive._ ### 4. CUSTOMS _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 +participant's interest in dialogues, accommodating different learning +levels, +making the study of literature easier, recording group experiences, +and drawing people closer together._ 1. OPENING QUESTION @@ -135,40 +156,57 @@ drawing people closer together._ ### 1.1 Knowledge Hydrant -> . . . where can one obtain knowledge in its fullest, unfiltered, unsimplified, form? +> . . . where can one obtain knowledge in its fullest, unfiltered, +> unsimplified, form? -This ignorance about great literature is widespread. It exists today primarily -because several important ideas about great literature have been forgotten. +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: -- The hard work put into the study of great literature is worthwhile 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)) -- It is easier and more rewarding to study great literature with other people ([1.2 POOL OF INSIGHT)](#12-pool-of-insight)) +- The hard work put into the study of great literature is worthwhile + 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)) +- 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.** -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, +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? -After identifying the works, form or join a study group ([1.2 POOL OF INSIGHT](#12-pool-of-insight)), order the works -to be studied ([4.2 SEQUENTIAL STUDY](#42-sequential-study)), and compose an [4.3 AGENDA](#43-agenda). +After identifying the works, form or join a study +group ([1.2 POOL OF INSIGHT](#12-pool-of-insight)), order the works +to be studied ([4.2 SEQUENTIAL STUDY](#42-sequential-study)), and +compose an [4.3 AGENDA](#43-agenda). ### 1.2 Pool of Insight -> . . . once you've discovered your [KNOWLEDGE HYDRANT](#11-knowledge-hydrant), it can be overwhelming to drink from it. This pattern suggests how to make the study +> . . . once you've discovered +> your [KNOWLEDGE HYDRANT](#11-knowledge-hydrant), it can be +> overwhelming to drink from it. +> This pattern suggests how to make the study > 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 +**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.** -In dialogue, people get the chance to learn from themselves and from their -colleagues. In communicating how they understand something, people may: +In dialogue, people get the chance to learn from themselves and from +their +colleagues. In communicating how they understand something, people +may: - clarify what confused others - expose their own misunderstandings @@ -176,16 +214,24 @@ colleagues. In communicating how they understand something, people may: - 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 -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 +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**. -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 +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. **Read and study literature on one's own, but discuss it with @@ -198,33 +244,46 @@ The best study groups are those in which individuals feel comfortable learning with others ([1.3 SAFE PLACE](#13-safe-place)). Atmosphere plays an important role in a dialogue. Some environments -promote dialogues ([2.1 COMMON GROUND](#21-common-ground), [2.2 PUBLIC LIVING ROOM](#22-public-living-room)) +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) and [PREPARED PARTICIPANTS](#34-prepared-participant)... +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 +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. +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 +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**. -All participants within a dialogue need to help establish the safe 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 +All participants within a dialogue need to help establish the safe +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. -Maintaining a safe place is easier if a group establishes customs. Such -customs can help participants and moderators know what to do when different +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 > Establish a warm, tolerant, polite and focused environment @@ -237,15 +296,19 @@ types of discord arise > so that members are active, dialogues are insightful, and the > 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), +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, +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 +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 knowledge, a month between meetings is usually far too long for people to maintain focus and enthusiasm. Therefore, have the group meet @@ -256,23 +319,31 @@ 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 +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**. #### 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 +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. -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 +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. > Create study groups out of genuine enthusiasm to study a @@ -283,8 +354,10 @@ 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 +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. ## 2. ATMOSPHERE @@ -292,7 +365,8 @@ collaborations will develop. ### 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. +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 @@ -307,9 +381,16 @@ to do so in settings that make them feel uncomfortable. Location plays a vital r ### 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. +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. -_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. +_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. > Place each sitting space in a position which is protected, not > cut by paths or movements, roughly circular, made so that @@ -321,7 +402,8 @@ _Some of the best locations are quiet, aesthetic places that invite reflection_: > Choose a warm, spacious establishment where people will > enjoy mingling before and after study sessions, where there -> is comfortable, rearrangeable furniture, plenty of warm lighting, and a variety of foods and drinks. +> is comfortable, rearrangeable furniture, plenty of warm lighting, +> and a variety of foods and drinks. ### 2.3 INTIMATE CIRCLE @@ -353,26 +435,39 @@ eight.** When there are more than eight, people lose touch ### 2.4 VIRTUAL SPACE -> Without an online presence, a study group will lack a cost-effective way of advertising its existence, organizing +> Without an online presence, a study group will lack a cost-effective +> way of advertising its existence, organizing > events, > 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 +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. -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 +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) 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 meetings ([3.4 PREPARED PARTICIPANT](#34-prepared-participant)). +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 +meetings ([3.4 PREPARED PARTICIPANT](#34-prepared-participant)). > Establish an online presence where the study group's -> mission, activities, and [DISTRIBUTED DIARIES](#46-distributed-diary) are posted, where members may continue -> dialogues, or chat, and where prospective members may learn more about the +> mission, activities, +> and [DISTRIBUTED DIARIES](#46-distributed-diary) are posted, where +> members may continue +> dialogues, or chat, and where prospective members may learn more +> about the > group. ## 3. ROLES @@ -384,25 +479,33 @@ readings prior to group meetings ([3.4 PREPARED PARTICIPANT](#34-prepared-partic > energy and culture, a group can languish, and possibly not > 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 +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. -- Leaders will help ensure that [AGENDAS](#43-agenda) are kept up to date, and that the +- 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. -- To inspire a group, a leader may plan special events at which authors or +- 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)). -- 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 +- 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. -- Should other groups attempt to subsume the group, the leader will step in to +- 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. -- If a group's meeting location is no longer working for a group, the leader will +- 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. > Lead study groups by example and with enthusiasm. Make @@ -425,16 +528,21 @@ 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 +reading, or understand a moderator's responsibilities, the quality of +a dialogue may be compromised. **Therefore, moderators must prepare -thoroughly before sessions and understand how to effectively moderate**. +thoroughly before sessions and understand how to effectively moderate +**. #### Ask the opening question -Asking challenging, penetrating questions about a reading is essential to +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 session [OPENING QUESTION](#41-opening-question)**. +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 @@ -451,14 +559,18 @@ 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 +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**. #### 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 +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 @@ -466,43 +578,56 @@ 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 +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. #### Rotate Moderators -**A moderator who really knows a particular piece of literature and also +**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, +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 +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)**. +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 +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 +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 +that all members need to respect each other, regardless of whether or +not they agree**. > Moderate dialogues by asking penetrating questions, keeping @@ -522,12 +647,16 @@ they agree**. > 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 +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 +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. > Actively and patiently shape a study group by seeing to it @@ -547,7 +676,8 @@ effect on the group's lifespan. > or elementary or may contribute ideas that misguide rather > than further a productive inquiry. -If a group chooses to study some piece of literature, a participant who +If a group chooses to study some piece of literature, a participant +who thoroughly prepares will actively read and note: - what they did and did not understand @@ -558,15 +688,21 @@ 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 dialogue's [MOTIVATED MODERATORs ](#32-motivated-moderator) in +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 +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 +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 +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. @@ -583,9 +719,12 @@ dialogue if few have had time to prepare. > educational–for the lecturer and the listeners–than a good > dialogue. -> Veteran educators Dani and Jerry Weinberg are fond of a quote from a friend -> who once described the lecture method as "a way of getting material from the -> teacher's notes into the student's notes--without passing through the brain of +> Veteran educators Dani and Jerry Weinberg are fond of a quote from a +> friend +> who once described the lecture method as "a way of getting material +> from the +> teacher's notes into the student's notes--without passing through +> the brain of > either one." ([Weinberg1999], p. 1) For study groups, it is optimal if a distinguished individual comes to @@ -602,9 +741,101 @@ participate in the group's dialogue as an equal member. ## 4. CUSTOMS ### 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. + +> ...They should be questions that raise issues; questions that +> raise further questions when first answers are given to them; +> questions that can seldom be answered simply by Yes or +> No; hypothetical questions that present suppositions the +> implications or consequences of which are to be examined; +> questions that are complex and have many related parts, to +> be taken up in an orderly manner. ([Adler1983], p. 175) + +> Begin dialogues with an opening question or series of +> questions that penetrate into the heart of a reading, puzzling +> and/or challenging participants, and leading a group to +> search for a work's most profound ideas. Let people +> volunteer to ask the opening question, and encourage them +> to record their questions to improve them over time. + ### 4.2 SEQUENTIAL STUDY + +> Because authors refute each other, extend each other's ideas, +> and subtly reference each other, readers can easily miss or +> misunderstand important connections when literature is not +> studied in chronological order. Some literature may be quite +> unintelligible if is studied out of order. + +> Study literature chronologically for maximum +> comprehension: the order will help illuminate how authors +> were influenced by each other, thereby rendering references +> to older works more intelligible. + ### 4.3 AGENDA + +> Create and publish an agenda with at least 3-6 weeks worth +> of planned meetings. Allow the agenda to be revised, with +> some lead-time, to accommodate special, unexpected events +> or the study of newly discovered works. + ### 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. + +The following list provides some reasons for forming study groups: + +- _Too many people show up_: + The quality of a dialogue may deteriorate if a group gets too large: + people who are generally comfortable talking may become shy around + so many other people, or the [INTIMATE CIRCLE](#23-intimate-circle) + may need to grow so large that folks won't be able to see or hear + one another. Therefore, **when a group grows beyond a reasonable + size (e.g. 10 people), consider forming an impromptu subgroup**. + +- _People want to study different literature_: + As study groups mature, older members advance beyond foundational + literature into more specialized or current literature that rests + upon the foundational literature. Without understanding this + foundational literature, newer members of a group can feel lost or + intimidated, and their participation may actually hinder an advanced + dialogue. Therefore, **to accommodate different levels of + experience, form ongoing subgroups that focus on different books, + subjects or [STUDY CYCLES](#45-study-cycle)**. + +- _Someone may want to study something relevant that no one else is + studying_: + If this happens, an individual may feel discouraged, believing that + it won't be possible to engage in an ongoing dialogue without + interest from others in the group. The opposite is the case. + Therefore, **encourage the individual to form a subgroup, create + an [AGENDA](#43-agenda), publicize the new subgroup's existence ( + using the group's [VIRTUAL SPACE](#24-virtual-space)), and begin the + study process alone, while the other subgroups are meeting**. + +- _A study group needs new members_: + As a study group matures, newer members will want to join, but will + have a hard time participating if the group is already studying + advanced or specialized literature. Therefore, **create subgroups of + varying levels, which newer members may join to become part of the + larger study group**. + +> Form subgroups when groups become too large or when +> members are interested in different tracks of study. Give +> each subgroup an agenda, and publicize each group to +> attract new members. Let everyone choose which subgroup +> they wish to attend. + ### 4.5 STUDY CYCLE + ### 4.6 DISTRIBUTED DIARY + ### 4.7 AFTER HOURS