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By George Lakey

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Additional resources for Facilitating Group Learning: Strategies for Success with Adult Learners (The Jossey-Bass Higher and adult education series)

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The discussion may eliminate a few proposals. I then go down the list formally asking for agreement, usually signified by raised hands (for the kinesthetic learners). When we reach the end of the list, I often ask people to stand if they are in agreement, as a way of underlining their personal responsibility. Sometimes someone fails to stand, and we get to work with the proposed agreement they’re having trouble with, perhaps eliminating or rephrasing it. If it’s a larger group, I find it needlessly tedious to stay on the whole-group level.

Communism fails to see the truth in individualism. Capitalism fails to realize that life is social. Communism fails to realize that life is personal. The good and just society is neither the thesis of capitalism nor the antithesis of Communism, but a socially conscious democracy which reconciles the truths of individualism and collectivism’’ (King, 1967, p. 187). Anthropologist Ruth Benedict then opened a window for me, a very big window. At Columbia University and in her fieldwork she Harnessing the Power of Intention made cross-cultural comparisons while asking Finelli’s question: Which is most important, the individual or the group?

There’s no way that more than a small fraction of them can be processed publicly. A far higher proportion can be worked with privately, however, thanks to the informal life of the group. Knowing this gives the teacher or facilitator a source of hope and relief. The hope is that participants can gain far more during a course or workshop than that which is happening under our facilitator noses. The relief is that it’s not all on us to make sure the learning is happening—we are indeed engaged in co-creation and the participants are mainly responsible for what they learn, using the assistance of us and the group.

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