void/notes/knoledge-hydrant.md

# 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)

<!-- 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 doesn't support your ongoing learning and growth.

A study group is a collection of individuals who meet regularly to
improve their understanding of some non-trivial subject, like a body
of great literature, by participating in dialogue.

The authors and architects of the original pattern language understood
that individuals vary in how they obtain knowledge. Some don’t have a
lot of time and want to gain knowledge as fast as possible. Others
prefer to extract as much knowledge as they can by pondering a work’s
every paragraph and page. Still others prefer to study a work’s visual
elements–its photographs and sketches–before diving into the words.

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

| Concept            | Meaning                                                                      |
|--------------------|------------------------------------------------------------------------------|
| [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._

1. KNOWLEDGE HYDRANT
2. POOL OF INSIGHT
3. SAFE PLACE
4. ENDURING ENERGY
5. KINDRED COLLABORATORS

### 2. ATMOSPHERE

_Establish a home for the study group that is centrally located,
comfortable, aesthetically pleasing, and conducive to dialogue._

1. COMMON GROUND
2. PUBLIC LIVING ROOM
3. INTIMATE CIRCLE
4. VIRTUAL SPACE

### 3. ROLES

_Lead and energize the group, come prepared, and help guide dialogues
so that they are insightful and productive._

1. ENTHUSIASTIC LEADER
2. MOTIVATED MODERATOR
3. ACTIVE PARTICIPANT
4. PREPARED PARTICIPANT
5. DISTINGUISHED PARTICIPANT

### 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 drawing people closer together._

1. OPENING QUESTION
2. SEQUENTIAL STUDY
3. AGENDA
4. SUBGROUP
5. STUDY CYCLE
6. DISTRIBUTED DIARY
7. AFTER HOURS

## 1. Spirit

### 1.1 Knowledge Hydrant

> . . . 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. 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))

**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, 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).

### 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
> of great literature easier and more rewarding.

**To obtain the fullest understanding of great literature--to
penetrate its meaning – it is tremendously helpful to read and study a
work on one's own and then engage in meaningful dialogue on the work
with others.**

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
- reveal new ideas
- articulate that which they didn't know they knew

There is a spirit present in dialogues that one doesn't find in many
other learning environments. Frequent meetings help sustain this
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 life.

**Read and study literature on one's own, but discuss it with others
in a regular study group. Aim to ask questions about what you don't
know and explain what you do know. Your exchanges with colleagues will
enrich your understanding immensely.**

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))
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)...

### 1.3 SAFE PLACE

It is so important that a place of learning be a safe place. People
need to feel that they can experiment, or be wrong, for almost
everyone becomes uncomfortable if they fear that anything they say
will be harshly criticized. When places of learning have highly
critical or judgmental natures, an individual's ability to learn can
easily be compromised.

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 study group sessions to become unsafe.

Maintaining a safe place is easier if a group establishes customs.
Such customs can help participants and moderators know what to do when
different types of discord arise

> Establish a warm, tolerant, polite and focused environment
> in which individuals help each other and where everyone is
> comfortable to ask questions and make mistakes.

### 1.4 ENDURING ENERGY

> It's fairly easy to start a study group. But keeping it going,
> 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), to improve
himself and his community, the group will start life with a powerful
energy. But if the founder is merely interested in short-term gains,
or personal recognition, the group will be short-lived.

#### Frequent Meetings

It is difficult to maintain any sort of flow, or continuous energy, if
a group doesn't meet very often. When a group is studying a body of
knowledge, a month between meetings is usually far too long for people
to maintain focus and enthusiasm. Therefore, have the group meet
weekly or bi-weekly. **These frequent meetings will allow a group to
study effectively, and may lead some members to
become [KINDRED COLLABORATORS](#15-kindred-collaborators)**.

#### Hour Meetings

A one-hour meeting is typically not enough time for a group to have an
insightful dialogue on a piece of literature. But three hours is too
much time, since most participants can't actively engage in dialogue
for that long. Therefore, **limit dialogues to a maximum of 2 hours,
and if energy has waned significantly before that time, finish the
meeting early**.

#### Short Breaks

At a certain time in a dialogue, a group's intensity, focus and
effectiveness will begin to diminish. If the group doesn't take a
break at this time, the quality of the dialogue may begin to
deteriorate, and people will become uncomfortable. Therefore, **allow
for a short (ten or fifteen minute) break in the middle of a study
group session**, to let members reflect, chat, use the restrooms, and
prepare for the next half of the dialogue.

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
> subject in-depth. Meet weekly or bi-weekly for two hours,
> and have a short break in the middle. Choose a meeting
> location where people will enjoy passing time, and study only
> those writings which are worthy of the group's attention.

### 1.5 KINDRED COLLABORATORS

Join or form a small group that meets regularly and studies ideas that
are important to you. As you get to know people, valuable,
career-enhancing collaborations will develop.

## 2. ATMOSPHERE

### 2.1 COMMON GROUND

People want to connect with others but aren't willing to do so in
settings that make them feel uncomfortable. Location plays a vital
role in the life of a group.

> Oldenburg's thesis is that people need informal public places
> where they can gather, put aside the concerns of work and
> home, relax, and talk. Germany's beer gardens, England's
> pubs, and French and Viennese cafes created this outlet in
> people's lives, providing a neutral ground where all are equal
> and conversation is the main activity.

> Hold public study groups where diverse individuals will all
> be on common ground. The best locations are easy for
> people to get to, but not too close to their offices or homes.

### 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.

_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
> the room itself helps suggest the circle - not too strongly -
> with paths and activities around it, so that people naturally
> gravitate toward the chairs when they get into the mood to
> sit. Place the chairs and cushions loosely in the circle, and
> have a few too many.

> 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.

### 2.3 INTIMATE CIRCLE

> Awkward seating arrangements alienate people and thwart a
> group's ability to work together. The best configurations
> allow participants to easily see and hear each other. Yet
> many establishments don't provide either the furniture or
> space to make this happen, or don't let groups rearrange the
> furniture.

> ...**people will feel oppressed, both when they are either working
in an undifferentiated mass of workers and when they are forced to
work in isolation**. The small group
> achieves a nice balance between the one extreme in which
> there are so many people, that there is no opportunity for an
> intimate social structure to develop, and the other extreme in
> which there are so few, that the possibility of social groups
> does not occur at all.
> ...
> In our own survey of attitudes towards workspace -- taken
> among workers at the Berkeley City Hall -- **we found that people
prefer to be part of a group that ranges from two to eight.** When
> there are more than eight, people lose touch
> with the group as a human gathering.

> Choose a location with ample room, many tables and chairs,
> and the freedom to rearrange the spaces to form rough
> circles or ovals that may dynamically expand or contract.

### 2.4 VIRTUAL SPACE

> 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 maintain the content that will need routine updating.

If the study group keeps a [DISTRIBUTED DIARY](#46-distributed-diary)
or provides feedback to authors, it is a good idea to post this
material to the site, for the edification of group members, and to
foster online dialogue. For conducting such dialogues, a simple, group
email server or service (such as eGroups)
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
> group.

## 3. ROLES

### 3.1 ENTHUSIASTIC LEADER

> When a group doesn't have a leader who is passionate about
> the subject and determined to nourish and maintain its
> 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 thrive, through continuous improvement.

- Leaders will help ensure that [AGENDAS](#43-agenda) are kept up to
  date, and that the readings being selected are worthy of the group's
  attention.

- 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 others to invite new members to the group.

- Should other groups attempt to subsume the group, the leader will
  step in to either prevent a take-over or to explore the idea with
  the group.

- 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
> them places where people want to be, and invite the greater
> community to participate. Energize members with
> stimulating events, virtual dialogues, and seek to
> continuously improve the group by listening closely to
> member's ideas.

### 3.2 MOTIVATED MODERATOR

> Without a moderator, dialogues may wander aimlessly,
> arguments may erupt, people may talk on top of each
> another, and a group may fail to ever explore an author's
> deeper meanings.

The following practices define what good study group moderators do:

#### Prepare thoroughly

When a moderator doesn't prepare thoroughly for a session, when he or
she doesn't read thoroughly, or discover important questions about a
reading, or understand a moderator's responsibilities, the quality of
a dialogue may be compromised. **Therefore, moderators must prepare
thoroughly before sessions and understand how to effectively moderate
**.

#### Ask the opening question

Asking challenging, penetrating questions about a reading is essential
to establishing engaging, enlightening dialogue. **Therefore,
moderators must discover important questions, and ask and re-ask these
questions at the beginning and throughout a
session [OPENING QUESTION](#41-opening-question)**.

#### Resuscitate deteriorating dialogues

Dialogues can deteriorate easily: they can slow to a crawl, fail to be
engaging, get way off track or become too argumentative. Therefore,
**moderators must promptly diagnose problems and resuscitate dialogues
accordingly**.

#### Handle side conversations

A group may effectively participate in only one discussion at a time.
Therefore, **side conversations must promptly be quieted or politely
postponed**.

#### Refocus by reading

Inattention to an author's words can produce lengthy, unproductive,
off-topic conversations or can lead to wayward arguments that would
cease to exist if a group merely studied a relevant passage.
Therefore, **to refocus a group on an author's content, moderators may
read significant passages out loud**.

#### Let people speak

Active participants (i.e. people who talk a lot) or veteran members of
a group, can sometimes make it hard for less active, or newer members
of a group to effectively participant in a discussion. Therefore, *
*when participants struggle to join a dialogue or get a word in
edgewise, moderators must step in and give these individuals
opportunities to be heard**.

#### Challenge groundless criticism

Non-specific or detail-free criticism, like "I just didn't like it",
fails to enlighten anyone and isn't helpful to a dialogue.
Therefore, *
*moderators must challenge groundless criticism**, often by asking
individuals what exactly they disliked.

#### Rotate Moderators

**A moderator who really knows a particular piece of literature and
also knows how to moderate, is a lot better than a moderator who only
knows how to moderate but doesn't know the literature.** Therefore,
rotate moderators, particularly when individuals are expert in various
readings, but also to give others a chance at playing the role.

#### Background Requirements

It's great if everyone participates in a dialogue, provided that
everyone is on the same page: if an individual is clearly way over his
or her head, it may mean that the individual needs to catch up to the
group by studying some previous papers or books. Therefore, *
*moderators must gage whether participants are dragging a group down
with unrelated or unnecessary questions, and if they are, the
moderator needs to politely tell the participant to do some homework
or form or join a [SUBGROUP](#44-subgroup)**.

#### Elucidation Statement or Questions

If a part of a group simply isn't understanding something, and it is
holding back the rest of the group, or the misunderstanding is leading
to more confusion, something needs to be done to clarify the
confusion. Therefore, **moderators must be aware of what is confusing
people and either ask questions that will help clarify the point or
clearly explain the point**.

#### Politeness & Patience

Rude behavior within a study group must never be allowed. Therefore,
**the moderator must make the peace, and get all members to understand
that all members need to respect each other, regardless of whether or
not they agree**.

> Moderate dialogues by asking penetrating questions, keeping
> dialogues focused, balancing diverse personalities, and
> helping group's increase their understanding. Give all
> members a chance to moderate, but let them choose when
> they want to play the role.

### 3.3 ACTIVE PARTICIPANT

> Anyone who is a member of a study group, or wants to join
> one, can find something lacking in an existing group: the
> meeting location, the number of people who attend, the
> literature being studied. Few of these things are incapable of
> change. However, too many people fail to realize that they
> can actively change a group, helping mold it to meet their
> needs

Each group is really shaped and managed by both
its [ENTHUSIASTIC LEADER](#31-enthusiastic-leader) and its regular
participants. If the leader and the participants work together, they
can make the group a powerful educational center for every
participant.

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
> that the group meets your needs. Work with the group's
> leader to introduce change, and create customs, like
[SUBGROUPS](#44-subgroup), to make it easier for the group to
> accommodate diverse needs. Actively help others, particularly
> newer members of a group, so that the group meets their
> needs and so that they become valuable participants in the
> larger group.

### 3.4 PREPARED PARTICIPANT

> When individuals don't study prior to a dialogue, they either
> add nothing to the dialogue, or add too much. The
> unprepared participant may ask questions that are off-track
> 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 thoroughly prepares will actively read and note:

- what they did and did not understand
- what they thought were key points
- what they did not agree with
- what ideas related to other writings
- how the work could be improved

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
assertively keeping things focused, civil, and productive.

Another technique, which is far from optimal but sometimes necessary
for groups with busy professionals, gives people time to read and
discuss passages when the group meets. This does not usually give a
group a chance to get a deep understanding of a reading, but it can be
a way to launch a dialogue if few have had time to prepare.

> Study literature thoroughly prior to each study session.
> Select great literature for study since people will be more
> motivated to study it over lesser works. Make each reading
> assignment manageable -- not too small or too large, but
> commensurate with a group's abilities and the density of
> each reading.

### 3.5 DISTINGUISHED PARTICIPANT

> Individuals who are distinguished in their fields often lecture
> to large audiences. These lectures tend to be far less
> 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
> either one." ([Weinberg1999], p. 1)

For study groups, it is optimal if a distinguished individual comes to
participate in the group's dialogue as an equal member.

> Invite distinguished people to attend a study group and
> participate in dialogue. Such individuals will energize the
> group, and help foster great dialogues. Let everyone in a
> group have an opportunity to participant in dialogue with
> such an individual, either by forming larger-than-normal
> circles, or by scheduling multiple study sessions over the
> course of weeks or months.

## 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

> Veteran members of a mature group tend to study advanced
> pieces of literature. This can be a problem for new or
> prospective members, who need to study earlier,
> foundational works, before they may contribute
> meaningfully in dialogues on advanced topics.

> Package readings into collections, which a group of
> individuals may undertake to study. Combine the study
> cycle with a SUBGROUP, which will repeat the cycle over
> and over as long as there is interest either in the group, or
> with individuals who wish to join the group.

### 4.6 DISTRIBUTED DIARY

> Study groups generate valuable ideas, questions and
> commentary. If this output is not recorded and made public,
> only attending group members will benefit, leaving everyone
> else (including members who were not able to attend a
> session) with nothing.

- Communal Card Writing At the commencement of a study session, all
  participants are given small index cards, on which they are
  instructed to write 2-3 sentences, which they feel capture the most
  important ideas of the session.
- Card Compiler At the commencement of a session, one person
  volunteers to play the role of card compiler. This individual will
  contribute a card with 2-3 sentences, and at the conclusion of the
  session, will gather all the cards, for later processing.
- Diary Composition Within a day or two of the session, the card
  compiler will compose a diary containing all the generated ideas
  from the group.

If the group follows the custom of asking
an [OPENING QUESTION](#41-opening-question), it is a good idea to
record this question in the final diary. For the edification of a
study group, and its community, diaries are placed
on [VIRTUAL SPACES](#24-virtual-space).

> Let all participants capture what they think are the most
> important ideas, questions or commentary of a study group
> session. One person will compile the group's observations
> into a single diary, which may be distributed to all group
> members.

### 4.7 AFTER HOURS

> Sometimes people learn more after a group meets than when
> a group meets. After meetings, people continue lively
> dialogues, get to know each other, blow off stream, exchange
> ideas, and discover opportunities. Yet so many groups fail to
> include social time.

After a study group session concludes, it's a good idea to go
somewhere else for the group's after hours time, since people get
tired of being in the same place. More people will come out after
hours if they can walk to the location, and if there are a variety of
foods and drinks available.

> Have unofficial meetings after official meetings. Go
> someplace fun, easy to get to or within walking distance,
> where members may eat and drink together, share
> experiences, network and enjoy each other's company.