The Invisible School

Publications Section : xxProfessional Journal

The Seminar Circle 0.1 xxxxNovember 1996

The Seminar Circle 0.2 xxxSeptember 1997

The Seminar Circle 0.3 xxxxxxxxxMay 1998

THE SEMINAR CIRCLE

A Journal of Reflection on Our Common Practice

Volume 0, Number 1 November 1996

Highlights of this edition

Introduction to the First Edition

Graduate Survey: How Successful Are We?

One Framework for Observation and Critique

Metaphors Be With You: "On Holding the Context of Dialogue"

Network News

Introduction to the First Edition

This publication is intended to provide an arena for those of us, primarily on the West Coast, who understand the value of Socratic seminars in helping to transform our classrooms and educational institutions. Let it become a place to share questions and insights into our common practice.

This edition is being mailed to two groups: 1) educators working as consultants, seminar coaches, or principals; 2) educators who have completed a four or five day Introductory Training.

In the course of my work, I am fortunate to hear from other educators to whom I have introduced the practice of seminars. Occasionally, from out of the blue, one of you tells me about your successes in the classroom, or with a group of colleagues. This always gives me a thrill of joy. I'm sure you can imagine: Recall a time when you have been surprised by a former student -- now graduated from college, or enjoying a new career -- who drops by to say, "Thank you. I didn't fully appreciate it at the time, but your class helped me to become the success which I am today." In such a moment, much of the grief and frustration of our profession drop away; enthusiasm is sweetly restored.

I enjoy this sensation each time I hear from someone I have trained to lead seminars. It is a most rewarding and satisfying moment. Each time I hear details of your growing success, my own practice grows from the stimulus.

As you know, in order to enjoy a high-level of dialogue, we seek to evoke multiple perspectives on a text. Doesn't it follow that to enjoy a high-level of classroom implementation, we would benefit from hearing multiple perspectives on how to progress?

There are as many styles of facilitation as there are experienced facilitators; nevertheless -- the quality of conversation will be similar. There are as many ways to implement a seminar program as there are school communities; nevertheless -- we would hope for the quality of the conversations to be equivalent.

So, it is our hope that this publication will provide a forum where we can all share reflections upon our common practice of implementing seminar programs to improve the lives of our students, and to help restructure our schools. Let it grow and change to reflect our growing experience and understanding. May all our classrooms cultivate a respect for diverse perspectives; may all students learn to think clearly and critically; may all our schools graduate thoughtful citizens, well prepared to participate in a democracy.

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Graduate Survey: How Successful Are We?

There is a principle which I have recently adopted to support my work as a consultant and seminar coach: I am only as successful as the persons with whom I work. This is to say, that if we spend four or five days together developing our participation and facilitation skills -- even if we have a marvelous time and come away renewed and reinspired -- and it fails to produce regular classroom seminars, fails to inspire other teachers to explore the benefits of seminars, fails to produce a school-wide seminar program (in due time), then I am not very successful. Certainly, we had a wonderful time and grew together, but our success is only limited.

It is only when you are successful in the classroom, with your peers, and in your school community that I am successful. Now this may seem to be a tall order, but it is a goal worth pursuing. It is a game worth playing.

Dennis Gray has often said that four full days of training should be considered only the first half of one's period as a "novice" facilitator. How many of us have completed our "novice" period? How many of us have become "intermediate" practitioners? Have any of us become "advanced" (however we distinguish these degrees of experience)? And how frequent and widespread are the seminars in our schools?

So, please tell me, how successful are we? I don't know unless I hear from you. The enclosed survey need only take five to ten minutes; a stamped, self-addressed envelope is included for your convenience. Any information you care to share will help me to better support your efforts.

I wish you continuing success in your seminar program, and look forward to hearing from you.

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Probably the single most challenging factor which we all face in implementing classroom seminars is class size. If there is (as I firmly believe) a practical upper limit of twenty participants, then we all have a problem: How to engage the other 10-20 students?

If you are not fortunate enough to have a sympathetic librarian or a computer lab which can handle half your class, you are likely doing something with an inner and outer circle. And you know that it is most successful and productive when the outer circle has some discrete task to perform. Ideally this task relates to the skills which you are coaching -- those which the group has found to be lacking, worth cultivating.

I would like to share a framework which I have recently begun using in response to this challenge. Because of the nature of my own work with seminars, I need to present something simple, which is flexible enough to apply with any age group, and fundamental enough to help build a common vocabulary to guide the practice of a whole school.

The framework I am now using is based on the conviction that two key parameters for guiding the development of a group are Respect and Inquiry. To put it another way, the more that we develop our capacity to demonstrate respect to one another, the more will the quality of our seminars improve. And likewise with Inquiry: the more we grow in our ability to ask insightful questions in order to deepen our understanding, the more we cultivate our curiosity, the more will the quality of our seminars improve.

[Incidentally, I consider the third key parameter to be something which I call The Ineffable, or The Mysterious, or The Unforeseen. But that is another story for another day.]

In fact, there is an interesting relationship between Respect and Inquiry. It would seem that they need to develop in tandem, and in balance. Many freshman classes would benefit considerably through the simple practice of developing their ability to demonstrate respect to one another. Once a group has achieved some degree of respect, it is better prepared to develop the dimension of Inquiry. Then, as they develop their ability to ask each other the tough, probing questions, it becomes more challenging to maintain their respect.

Or to put it another way: It is relatively simple to demonstrate respect when the conversation is more superficial. But when it sinks more deeply into difficult issues, when we are challenged to reconsider some basic assumptions, it is much easier to respond reactively, seeing ourselves as "right" and others as "wrong". If you haven't observed this, lead a seminar with a controversial text which provokes strong, polarized responses; observe the level of respect as the conversation unfolds.

Perhaps the relationship between Respect and Inquiry points to one of the principal benefits of Socratic seminars: The practice helps develop our capacity to explore multiple perspectives on challenging and controversial issues, while maintaining an atmosphere of equality -- free of manipulation. In such an atmosphere, each one is free to modify her own thinking, based upon reasonable evidence. No one tries to change the thinking of another, but each one is free to entertain multiple viewpoints.

Maintaining an evolving focus on the dimensions of Respect and Inquiry will allow a group to grow in a balanced way, for years and years. The specific behaviors which any group will focus on changes over time, reflecting the evolution of the group awareness. The behaviors which demonstrate lack of respect in a group of freshmen at the beginning of the year differ from those behaviors evident at the end of the year; these differ from those observed in a group of seniors. The same is true for Inquiry.

And yet, despite the variation in particulars, each seminar participant understands that they are cultivating an evolving awareness of Respect and Inquiry. A student peer facilitator working in a new classroom has these twin axes to guide her coaching. And so forth.

So my current observation sheet for the outer circle looks like this:

---

EVIDENCE

Respect separate Inquiry

---

In each of the two columns, we change the specific behaviors, attitudes, and skills for each class, based upon their own seminar critique. This structure for observation lends focus to the critique, while allowing the flexibility to change over time. The student paperwork can become the basis for either teacher assessment or student self-assessment; it could become a component of a seminar portfolio accumulated over four years.

Please let us know what you think of this framework. And let us know what works for you. While the goal of our seminar work is one and the the same, the paths are many.

[And the variations so delightful !]

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Metaphors Be With You: "On Holding the Context of Dialogue"

In The Fifth Discipline, Peter Senge quotes David Bohm as defining three basic conditions necessary for the practice of dialogue:

1) all participants must "suspend" their assumptions, literally to hold them "as if suspended before us";

2) all participants must regard one another as colleagues;

3) there must be a "facilitator" who "holds the context" of dialogue. (p.243)

The first two conditions are relatively easy to understand; they may be seen as alternative ways of drawing our attention to the value of Inquiry and Respect. As we improve our understanding and achievement of these conditions, the quality of our dialogue will inevitably improve.

While the meaning of the third condition may be the most elusive, it holds the potential for producing deeper insight into the process of facilitating dialogue. Although it is difficult to give a simple definition of "holding the context of dialogue" in literal terms, it is possible to describe it with a metaphor.

A metaphor suggests a rich tapestry of interconnected elements, forces, values, actions, giving the right brain a means to reflect on the process. Creating and elaborating a metaphor can prove a marvelous avenue to explore the artistry involved in our common practice. It provides a tool to discover deeper levels of what we understand, and thus to grow in the nexus of skills involved in facilitating seminars.

We all know that successful seminars demand the exploration of multiple perspectives on a text. And that there are as many styles of leading a successful seminar as there are experienced facilitators. Doesn't it follow that we will all benefit if we jointly entertain multiple metaphors to reflect upon our common practice?

A high level of dialogue can be compared to jazz improvisation; it can be compared to the coordinated efforts of an athletic team. If it is true that human beings have multiple intelligences, then there must also exist spatial metaphors, as well as metaphors which emphasize interpersonal awareness, or intrapersonal awareness, etc., etc.

During the last year, I have been inviting participants in Introductory Workshops to do the following: Produce a quick-write which uses a metaphor to explore what it means to "hold the context of dialogue". I have stated the intention to publish some of them one day (with permission, or course). It seems the time has come.

It is hoped that this column will become an arena for us to share some of our writing. To this end, I will be contacting some of you who have already done a quick-write. [Debbie, Helen, Virginia, Mike, Chaz, . . .] I also invite the rest of our readers to consider writing a brief piece. I have done several myself. Each one has deepened my understanding of seminar facilitation; each effort has repaid itself ten-fold.

Just as each seminar improves with the exploration of multiple perspectives, won't our common practice benefit from the exploration of multiple metaphors which describe our work?

Seems self-evident to me.

What do you think?

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This column is intended to provide a place for short news items related to seminars -- from individuals, schools, districts -- anywhere that development and growth are occurring.

Did a group at your site just receive training together? Let us know about it.

Did you just begin a series of seminars for parents? Let us know about it.

Did you just receive some funding to allow you to strengthen your seminar program? Let us know about it.

Did you just start a seminar club which meets after school? Let us know.

Let each of us grow in enthusiasm and commitment as we hear about each small success of our colleagues. Though we are widely dispersed in space, we share the same work. May the success of each one become the joy and inspiration of all.