THE STUDY CIRCLE - A CO’OPERATIVE OF LEARNING

There is a strong tradition of study circles in Finland. Originally, the study circle is a social invention. It was born in the popular movements (the workers’, the temperance and popular religious movements) of the Northern countries in the last century. Based on the same principles as the movements themselves, the study circle was a tool in developing new capacities and new knowledge together, in order to use them together, serving the goals of the movements.

Nowadays, the study circles are served by the "the study centres" of Finland. From them the sudy circles can get know-how on working methods, leader- and tutors’ training, suitable materials and even a modest subsidy. As a method, the study circle forms an essential part of various training programs even in professional development. The autonomous study circle as its best is a co’operative of learning. For instance in KSL’s training program for new co’operatives it has been a praxis that the groups who want to learn about co’operative enterprising are to learn it autonomously. The learning experience will give the group a valuable opportunity to test their skills of co’operation. Normally, the groups will obtain a textbook and workbook from KSL and some tutoring by phone.

In short, we recommend the initiators to start a co’operative learning circle by following the principles below:

1. Get together a small group of people who want to learn in an autonomous group.

Why a small group? - Because a small group makes it easier for everybody to participate and get her/his personal needs met in the learning process.

Also, it is important for each individual to hear the study proposal and have time to think it over. It is more fun to join, if you are asked personally.

When asking people to join, make sure that people get the idea of learning group: A learning team needs participants who are willing to give and receive, to experiment and transform their knowledge by experience and co’operation; this is not possible if you need an authority to tell you what is the right answer.

2. Organize the learning process in the group by:

2.1. Negotiating the goals

If you want to be sure that people will stay in the group, it is good to find goals that will meet the needs and values of the participants. The needs and values are found by asking - is there anything I wish to know, to know better, to do differently? Is there anything I wish to change in my life, even a small thing? Are those changes important enough, do I want to accomplish them?

This negotiation is a learning process already. For that, it is essential for the group to listen to everybody with interest and ask questions to enhance the speaker’s thinking aloud.

2.2. Writing "a contract" for the group concerning the goals, the working principles, the idea of dialogue, the practice of reflection.

Start by asking: what does everybody mean when we use the word learning. Describe together also, how do we notice that we have learned something and how the group can act in a way that everyone will be sure the learning is taking place.

It is good to ask everybody, how she/he can feel accepted by the group, because the atmosphere of the group will make the learning dialogue either possible or impossible. Take time to find ideas about how to maintain a relaxed atmosphere.

The agreement is put on paper (avoiding over-seriousness). It is good to check that everybody understands what it means and how she/he will benefit from it.

In order to learn, the members need the space to reflect, they need space to make tentative experiments, ask and be asked. This requires a real need for knowledge or new skills. Learning together is not always a smooth process nor a speedy one.

2.3. Identifying various resources inside and outside the circle

To build self-esteem for the group, it is beneficial to list the skills, experiences and know-how awailable in the team. This can be done either asking everybody directly or indirectly, eg. via metaphor: "If this group were to climb a mountain, what would you personally be willing to do for the group? What would be your role?"

It is good to have a safety net of outside tutors, or people who can give ideas if the group feels stuck. To safeguard the autonomy of the group, tutors will stay outside, and give advice only when asked.

The group needs access to sources of information in various ways: books, nets, other groups, individuals, experts - and they need to be listed in the beginning so that when the group needs encouragement it knows and remembers where to get it.

3. Maintaining the process - this is done by everyone

• Maintaining the motivation, encouraging others in an atmosphere of mutual acceptance and adventure
• Practicing the art of dialogue, making it a win-win process
• Testing the old and new ideas, old and new knowledge in practice
• Facing problems and making changes, e.g. noticing tiredness and changing timetables accordingly
• Seizing opportunities to get new contributions
• Recognizing and celebrating advancements, happy coincidences, hard work
• Checking how one’s own and everybody elses needs are met by the process
• Having fun
• Making intelligent use of outside resources: people, books, internet, journals, art etc.

4. Making documents, a history of the common enterprise of learning.

4.1. Writing "the learning contract" at the start: an agreement on the goals of learning and on working principles

4.2. Documenting the changes which are made in the "contract", to better serve the needs of the group

4.3. Documenting the results

Documenting is part of the learning: it can be made as a "learning diary", collectively or individually, or in any other way that will serve the group.

5. Financing

The group will plan the financing together. (An autonomous group in Finland will get a small subsidy from the state for it’s expenses - for learning materials and the like. To get this, the group registers itself as a study circle at some study centre like KSL.)

KSL

KSL