Discussion


In this mode, the problem is addressed through a discussion between participants. Discussion is overwhelmingly popular as a mode for addressing problems. It requires minimal preparation to be deployed; at minimum, one need only state the problem and invite comment, though it can be more intensively facilitated.

We use the discussion mode sparingly and judiciously in our exercises, if at all. Its weaknesses include that it often addresses the problem too head-on with little space to address the problem from different angles except those that the discussants might bring, and that it is inefficient with time versus individuals’ participation. Far fewer individuals can meaningfully participate in a 10-minute discussion than they can in a 10-minute writing exercise, and this creates large openings for individual participants to take control of discussions, at the expense of others’ participation and of everybody’s learning.

Sometimes, facilitators try to overcome this problem by splitting the group into smaller groups, to have lots of tiny discussions. Then the small groups report back to the big group. We find this technique particularly difficult, because each small group ends up with a ‘finished product’, which it then brings back to the larger group like hunters with a dead carcass. It becomes very difficult to develop anything dialectical from these pieces. Summarising the discussion of a small group is also time-consuming, and we find that participants are rarely engaged during the ‘reporting back’ process. 

That said, we have occasionally found that genuine pedagogical discussions can arise towards the end of exercise sessions, though this is still highly dependent on the character of the participants and context. Sometimes, to our excitement, it will be the case that the session has ‘ended’ but that the participants have not lost their enthusiasm or curiosity and wish to explore this further through discussion.


Example:

The Problem: ‘We want to teach people how to have arguments and remain commonly committed to the movement’


The Exercise: The facilitator asks a group of 20: ‘How can we teach people how to have arguments and remain commonly committed to the movement? What do people think?’ The group is then split into threes to have a discussion on the problem for 10 minutes. They then reconvene and feed back to the wider group for 5 minutes.











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