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# Knowledge Hydrant
<!-- TOC -->
* [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)
<!-- TOC -->
## 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