add knowledge hydrant

notes/knoledge-hydrant.md

@@ -1,6 +1,7 @@
 # Knowledge Hydrant
 
 <!-- TOC -->
+
 * [Knowledge Hydrant](#knowledge-hydrant)
     * [Introduction](#introduction)
     * [Concepts](#concepts)
@@ -48,31 +49,46 @@
         * [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
+A study group can make a difficult book easier to understand, it can
-where an unsatisfying class fails, and it can support you if your environment
+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
+A study group is a collection of individuals who meet regularly to
-their understanding of some non-trivial subject, like a body of great literature,
+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
+The authors and architects of the original pattern language understood
-individuals vary in how they obtain knowledge. Some don’t have a lot of time
+that
-and want to gain knowledge as fast as possible. Others prefer to extract as
+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
+There are 21 patterns in this pattern language. They are grouped into
-sections called Spirit, Atmosphere, Roles, and Customs. As you study the
+four
-patterns from each section, consider the structure of this language: **the
+sections called Spirit, Atmosphere, Roles, and Customs. As you study
-patterns from the Spirit section, at the beginning of the language, help to
+the
-define the study group's core, its spirit of learning. The patterns that follow
+patterns from each section, consider the structure of this language: *
-this section, in Atmosphere, Roles and Customs, are all intimately tied to the
+*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
+_After identifying a great source of knowledge in a subject, work to
-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
@@ -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,
+participant's interest in dialogues, accommodating different learning
-making the study of literature easier, recording group experiences, and
+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
+This ignorance about great literature is widespread. It exists today
-because several important ideas about great literature have been forgotten.
+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
+- 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
+- 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))
+- 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
+So how do you find the great literature worthy of study? Ask people.
-knowledgeable people which authors they like, what are their favorite books,
+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
+After identifying the works, form or join a study
-to be studied ([4.2 SEQUENTIAL STUDY](#42-sequential-study)), and compose an [4.3 AGENDA](#43-agenda).
+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
+**To obtain the fullest understanding of great literature--to
-meaning – it is tremendously helpful to read and study a work on one's own
+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
+In dialogue, people get the chance to learn from themselves and from
-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
@@ -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
+find in many other learning environments. Frequent meetings help
-spirit. **When a group doesn't meet frequently, it can struggle to keep its
+sustain this
-momentum and enthusiasm**; lively subjects and debates can fade between
+spirit. **When a group doesn't meet frequently, it can struggle to
-meetings, and if people miss just one meeting, they will be absent for a very
+keep its
-long period. **Many groups sustain a group's spirit by meeting weekly or
+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
+Group study also helps motivate people to learn, especially when they
-longer officially "in school." A reading assignment every week or every other
+are no
-week can help individuals continue to learn while balancing work and family
+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,
+In dialogue, participants must be comfortable to ask questions, even
-overly simple, or silly questions. **It is the group's task to handle such
+illogical,
-questions in such a way that individuals aren't stifled, or embarrassed, but
+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.
+All participants within a dialogue need to help establish the safe
-Usually, it is up to the [MOTIVATED MODERATOR](#32-motivated-moderator) to be especially
+place.
-vigilant. With great diversity in a group-- people who are provocative or
+Usually, it is up to
-reserved, skeptical or generous, newcomers or veterans --it is very easy for
+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
+Maintaining a safe place is easier if a group establishes customs.
-customs can help participants and moderators know what to do when different
+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
+A study group's energy initially comes from its founder. If the
-genuinely interested in creating a thriving, long-lasting [POOL OF INSIGHT](#12-pool-of-insight),
+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
+insightful dialogue on a piece of literature. But three hours is too
-time, since most participants can't actively engage in dialogue for that
+much
-long. Therefore, **limit dialogues to a maximum of 2 hours, and if energy
+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
+effectiveness will begin to diminish. If the group doesn't take a
-this time, the quality of the dialogue may begin to deteriorate, and people
+break at
-will become uncomfortable. Therefore, **allow for a short (ten or fifteen
+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
+Equally important, is a group's meeting quarters, since the location
-will play a huge role in sustaining a group's energy. People need to be excited
+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
+Join or form a small group that meets regularly and studies ideas that
-important to you. As you get to know people, valuable, career-enhancing
+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
+The trick to building a good site, is to avoid loading the site with
-content that will regularly change, and to enlist the group's participants to
+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
+If the study group keeps a [DISTRIBUTED DIARY](#46-distributed-diary)
-to authors, it is a good idea to post this material to the site, for the edification
+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.
+dialogues, a simple, group email server or service (such as eGroups)
-[AGENDA](#43-agenda) are particularly helpful for members and non-members of a
+is useful.
-group and are therefore best placed on the site. A good agenda will span
+[AGENDA](#43-agenda) are particularly helpful for members and
-several months, giving people the chance to plan their schedules and study
+non-members of a
-readings prior to group meetings ([3.4 PREPARED PARTICIPANT](#34-prepared-participant)).
+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
+> mission, activities,
-> dialogues, or chat, and where prospective members may learn more about the
+> 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
+The best leaders are those who are genuinely enthusiastic about a
-mission. Such individuals will lead by example and seek to make the group
+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
+- To help keep a group informed and to attract new faces, a leader
-  produce an informative Website ([VIRTUAL SPACE](#24-virtual-space)) and will encourage
+  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
+must discover important questions, and ask and re-ask these questions
-the beginning and throughout a session [OPENING QUESTION](#41-opening-question)**.
+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
+Inattention to an author's words can produce lengthy, unproductive,
-arguments that would cease to exist if a group merely studied a relevant passage. Therefore, **to refocus a group on an
+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
+Active participants (i.e. people who talk a lot) or veteran members of
-group, can sometimes make it hard for less active, or newer members of a
+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
+Non-specific or detail-free criticism, like "I just didn't like it",
-enlighten anyone and isn't helpful to a dialogue. Therefore, **moderators
+fails to
-must challenge groundless criticism**, often by asking individuals what
+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
+It's great if everyone participates in a dialogue, provided that
-on the same page: if an individual is clearly way over his or her head, it
+everyone is
-may mean that the individual needs to catch up to the group by studying
+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
+unnecessary questions, and if they are, the moderator needs to
-tell the participant to do some homework or form or join a [SUBGROUP](#44-subgroup)**.
+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
+LEADER](#31-enthusiastic-leader) and its regular participants. If the
-work together, they can make the group a powerful educational center for
+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
+Being an active participant doesn't just mean getting your needs met.
-means helping others to get theirs needs met - and this can have a tremendous
+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
+thwarting a dialogue? Since dialogues can handle only so many
-contributions before they begin to sour, prepared participants need to be
+superfluous
-vigilant and assist a dialogue's [MOTIVATED MODERATORs ](#32-motivated-moderator) in
+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
+passages when the group meets. This does not usually give a group a
-to get a deep understanding of a reading, but it can be a way to launch 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
+> Veteran educators Dani and Jerry Weinberg are fond of a quote from a
-> who once described the lecture method as "a way of getting material from the
+> friend
-> teacher's notes into the student's notes--without passing through the brain of
+> 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