What is a study circle?

Attending a study circle is a participatory and dynamic process based

on the experience of the participants, the skills of the circle leader and

the quality of the study material. It is a forum that helps by providing

experience that leads to insights, insights that forms opinions, which in

their turn leads to contradictory opinions, leading to new insights, new opinions, new...

This process represents the unique pedagogical method of the study circle.

As opposed to conventional education that is based on a hierarchical model,

in which the teacher disseminates knowledge from the top down, a study circle involves interaction in which all participants contribute. The circle leader is

one in the group, but has the responsibility of encouraging active participation.

The background, experience, curiosity and questions of the participants are the cornerstones in the process of the study circle. This means that all of the partici-

pants are a part of the study circle and affect the direction and outcome of it.

This rather old method of learning is as applicable today as ever.

No one, but the participants (neither authorities nor organisations) can decide

what and how to learn in a study circle.

1. The principle of equality and democracy

The work of the study circle is based on the concept of equality

among the circle members or participants, one of whom is the

study circle leader, and in a belief of the human being as a reasoning

creature.

The leader is sometimes compared to a chair of an organization

- he/she can propose and give advice, but the actual power belongs

to the membership. In other words, democracy and democratic

principles are essential for the work of the study circle.

Note, this shall not be taken as a justification for using formal

parliamentary producers. There is no reasons why a spirit of informality

should not always reign in small groups like study circles.

This approach is, in fact, very old and has been employed since

the days of Plato, the Athenian philosopher, whose dialogues

have found admirers all through the centuries. It was he who said,

that men know, reason and act intelligently in a world not wholly

incomprehensible. The study circle leader's role is very much inspired

by these dialogues.

Dialogues mean conversation, not discussion - an exchange of

views and information in a relaxed manner. One can therefore

say, that in a study circle all the members are at one and the same

time both teachers and students.

One can conclude from this, that lecturing and other customs

taken from the non-egalitarian class teaching are badly suited to

this principle. Of course, a guest may be invited to give some kind

of a lecture or assistance, but he/she will then have to act as in-

structed by the members. Admittedly, problems can occur when

studies have to rely heavily on "experts".

2. The principle of liberation

The work in a study circle shall, proceeding from the members'

experiences and knowledge, liberate their inherent assets and resources.

Commencing with their everyday experiences, with identified

injustices and with wrongful conditions they will bring new knowledge

into the circle by means of which the members can influence reality and

be influenced by it. The society is part of that reality.

We may thus say that it is in study circles where we "partly develop

methods and tools for exploring the world around us, partly can work up,

interprete, report and take a stand to the sequel of facts which have been

collected". (P. 7 of Report 13 of the project "Adult Education – Everyday

Learning". Cf. p. 23 of this chapter).

3. The principle of cooperation and companionship

The work and procedures of a study circle are characterized by

cooperation and companionship, of working together towards mutually

shared and resolved objects. Thus people who participate in study circles,

are companions, friends. They help, instead of competing with each other.

They share the progress and setbacks of their joint work. Such study situ-

ations provide security for all and contribute to openness. This, in turn,

will make knowledge about oneself and others an asset for the studies.

The social role played by the study circle cannot be emphasized

enough. It is a means for human contacts and for pleasant human

relations. That is why we work informally in the circles and frequently

consider recreation and refreshments as part of our meetings.

It goes without saying from the above that any promotion of individual

advance inside or outside the circle is out of the question.

4. The principle of the freedom of the study circle and its right to set

its objective

The objectives of each individual study circle are to be made, approved or

determined by the members of the circle, and shall rest on their needs and

wishes, that is the life of the members. Such objectives generally coincide

with the ones of their organization. Therefore, the members will strengthen

this organization by their mutual work according to the objectives they have

chosen. Freedom walks hand in hand with responsibility.

The very fact that the study circle is an autonomous body is not to be inter-

preted to mean that no frames exist for it. A study circle formed within an

organization and perhaps financially supported by it, will, of course, always

have to work within a frame set by the objectives and goals of that organization.

For example, it would be ridiculous if study circle members supported by a

cooperative society were to study how they can set up a private company in

competition with their own society. But it is the members of the study circle

together who will be responsible for how they work and how the studies are

carried out. This can never be delegated to another body without infringing

seriously on the freedom of the study circle. This principle obviously excludes

any group, for whom the objectives have been determined by external insti-

tutions, such as is the case with the so-called ”quality-of-worklife” circles,

which aim at improved production as asked for by the arranging companies.

5. The principle of continuity and planning

The stucfy circle approach sets no fixed upper and lower limits for

the number of times a circle should meet. Prevailing circumstances

will decide. But the time alotted to a topic or theme must allow not only

for learning opportunities but also for a conversation that prevents

"one-sidedness, self-sufficiency and overrating of one's own point of

view" (Oscar Olsson in the International Handbook on Adult Education,

London 1929. P. 413). Hence, a series of at least five meetings in con-

sidered a minimum.

But continuity shall also be taken in a broader sense: the studies

in the circle shall create and maintain an interest in further studies - a future

penetration deeper into the topic studies, or a venture to choose new for fields

for the studies. Continuity means that studies have to be organized and planned.

The study goals set or considered and approved by the circle imply that

studies must follow some kind of a path - a plan. This is usually the best

instrument to secure that goals are approached and attained. It can and will,

very often, have to be reconsidered.

The original plan/goal may have been unrealistic, conditions can

have changed etc. In emphasizing this need for a plan, study circles generally

deviate from discussion groups and radio-listening groups, which often

study unsystematically.

6. The principle of active participation

It is so obvious that if the study circle member is not actively involved,

there will be no cooperation, no joint responsibility, no conversation and,

hence, no study circle. The members' active contribution is the block upon

which are built, not only study circles, but the democracy of organizations.

People also learn best when they are active. They cannot share responsi-

bilities as members without acting, without personally taking a stand. Further,

experience has shown that a broad conversation is difficult to maintain in too

small groups. Likewise, the large groups provide small opportunities for all

to participate. The interaction within the entire group will be reduced and

hampered, resulting in fewer social contacts. That is why one often considers

five members to be the lower limit of a study circle and 15-20 members the

upper one.

7. The principle of printed study material

All study circles should be equipped with printed and duplicated study materials,

which taken together should cover the intended number of meetings of the indi-

vidual circle. Such study materials can sometimes be very simple - just a bunch

of pamphlets or extracts from journals and newspapers - sometimes quite advanced,

such as scientific textbooks. Whatever is used as a source of information (to be

supplemented by the experience of the members) and as support for the planned

studies - these provide a scene for the actions of the study circles, where ex-

periences and views can be tested and developed.

8. The principle of change and action

Unless the approach of study circles yields something in exchange

for the efforts of the individual members and their supporting

organization, circles would not flourish. Neither would this happen if they

were only concerned with learning for its own sake.

But when circles also strive for change and action, the learning will not

only be more "profitable" but simultaneously also more meaningful.

For individuals, this can result in personal enrichment and an improvement

of their environment. For the organizations, the harvest reaped from the

members' learning will increase their unity and strength. Hence, this principle

is essential for successful circle studies.