Introduction:

America has reached a crisis in ethnic relations. As urban areas change in ethnic composition, racial conflicts have increased over social and government policies. Americans yearn for orderly change and progress. Yet ethnic conflict remains the single greatest obstacle for urban economic growth and political harmony. We urgently need to find common ground for solutions to ethnic inequality and conflict.

The Southern Institute for Education and Research addresses this problem through the Common Ground Project, a long-term education program designed to promote constructive dialogue on ethnic problems and solutions. The Common Ground Project encourages inter-ethnic dialogue through small, integrated discussion groups called Study Circles. Our purpose is to illuminate options, not advocate any specific remedy.

Common Ground study circles follow a three-part format: 1) sharing our own ethnic identity and experiences; 2) defining terms necessary to discuss ethnic relations; and 3) discussing ethnic-based community problems their possible solutions.

The process is simple:

1. Form a Common Ground study circle of five to 20 people. You can recruit from existing organizations or acquaintances. Ethnically integrated groups are strongly suggested.
2. Have at least one group member trained as discussion moderator through the Southern Institute's training program.
3. Distribute the "participant's guide" to the study circle members.
4. Meet for three or more sessions for discussions based on the format in this manual. Move the group toward making choices and defining their agreement as well as differences.

Common Ground study circles are for people who want to participate in diagnosing their community's ethnic problems and discovering solutions. The circles can become ongoing forums for exchanging ideas, resolving conflict, and promoting change.

Lance Hill, Director
Southern Institute
lhill@tulane.edu

Acknowledgements

The manual sections on organizing and moderating study circles, bibliography, and session one, are revised and excerpted with permission from Can't We All Just Get Along? published by the Study Circles Resource Center, P.O. Box 203, Pomfret, CT 06258. (203) 928-2616.

Some questions have been revised and excerpted with permission from National Issues Forums Moderator Guide published by the National Issues Forums, 100 Commons Road, Dayton Ohio 45459-2777, 1 (800) 433-7834.

Special thanks to Julianna Padgett and Ted Quant who contributed significantly to designing the study sessions. Thanks also to the following for their comments and suggestions on the manual: Linda Allen, Skye Davis, Malik Ihsaan, Don Morgan, Lawrence Powell, Wendy Sack and Eileen San Juan and the Common Ground Student Task Force students at Tulane University .

A dozen people are comfortably seated around a living room or meeting room, one speaking, several others looking like they would like to make a point, one skimming an article as if searching for a particular item, another scanning the group, and the others listening attentively. This is a study circle in action.

In a study circle, 5-20 people meet several times to discuss the various choices our society or their organization might make concerning a social or political issue. Complex issues are broken down into manageable subdivisions, and controversial topics are dealt with in depth.

Each discussion lasts approximately two hours and is directed by a well-prepared study circle leader whose role is to aid in lively but focused discussion.

Two individuals, the organizer and the moderator, are central to the creation and success of a study circle. The study circle organizer orders study circle course material, recruits participants, arranges the logistics of the meetings, and chooses the discussion leader. The study circle leader stimulates and moderates the discussion and guides the group toward the goals that it has agreed upon.

Philosophy and Background

The study circle is a well-tested, practical, and effective method for adult learning and social change. Study circles are voluntary, informal, democratic, and highly participatory. They assist participants in confronting challenging issues and making difficult choices. Study circles engage citizens in public and organizational concerns, bringing the wisdom of ordinary people to bear on difficult issues. Cooperation and participation are stressed so that the group can capitalize on the experience of all its members.

The study circle is small-group democracy in action; all viewpoints are taken seriously and each participant has an equal opportunity to participate. The study circle belongs to the participants: individual members ultimately set the agenda and control the content of the discussions. The process of democratic discussion among equals is as important as the content.

The goal of a study circle is not to impart enough facts to make the participants into experts, but rather to deepen their understanding and judgment by focusing on the values that underlie opinions. The group "works through" difficult issues and grapples with choices. Common ground is sought in the end, but consensus or compromise is not necessary.

Suitability to a Variety of Organizations

Almost any organization can use a study circle to educate and empower its membership. Churches, civic and community groups, businesses, advocacy organizations, and unions have all used this small-group discussion format. Study circles are appropriate for a large national organization that may develop an original study circle course for 100 different discussion groups and for a small local group that may use a book for a single study circle.

A study circle will provide benefits for both the participants and the sponsoring organization. The participants gain knowledge, improve their communication skills, increase their self-esteem, and have a rewarding personal experience. For the sponsoring organization, a study circle represents a valuable training opportunity that can improve participants' ability to advance the organization's interests and may increase their commitment to the organization. A study circle will also benefit an organization's leaders by providing valuable feedback and suggestions.

Variations on the Basic Format

There are many variations to the basic format for a study circle. The ideal study circle meets once a week for at least three sessions and rarely for more than five or six. While regular weekly discussions usually produce optimal results, other schedules can also work well. Some groups may want to combine a study circle with their regular monthly meetings. For those groups that cannot meet regularly, a workshop format can be used at a conference or a retreat with the entire study circle taking place in one or two days.

Videotapes or audiotapes as well as written material can be used to spark discussion. Small-group activities and exercises are included in some study circles to add variety to the sessions.

The strength of the study circle is its flexibility. Every group's situation is unique, and study circle organizers are encouraged to adapt the basic format to their communities and organizations in whatever way is appropriate.

The participants are the most important ingredient in a study circle. Their interest, enthusiasm, and commitment, along with the skill of the leader, ultimately determine the success of a study circle.

The goal of a study circle is not to master a text or to learn a lot of facts, but rather to deepen understanding and judgment. This can occur in a focused discussion when people exchange views freely and consider a variety of viewpoints. The process--democratic discussion among equals--is as important as the content.

The following points are intended to help you make the most of your study circle experience and to suggest ways in which you can help the group. Although this advice will be self-evident if you have experience in discussion groups, these points will be a valuable reminder to even the most experienced participant.

Make a good effort to attend all meetings. The comfort level of the group depends upon familiarity with other participants, not just as acquaintances or members of the same organization, but as peers in this particular group with its own special history and fellowship. Attend even if you have not completed the readings. The readings are important, but each session will open with a summary of the material.

Communicate your needs to the leader. The leader is responsible for guiding the discussion, summarizing key ideas, and soliciting clarification of unclear points, but he/she may need advice on when this is necessary. Chances are you are not alone when you don't understand what someone has said.

Help keep the discussion on track. Make sure your remarks are relevant; if necessary, explain how your points are related to the discussion. Try to make your points while they are pertinent.

Address your remarks to the group rather than the leader. Feel free to address your remarks to a particular participant, especially one who has not been heard from or who may have special insight. Don't hesitate to question other participants to learn more about their ideas.

Listen carefully to others. Make sure you are giving everyone the chance to speak. Keeping a pen handy to jot down your thoughts may help you listen more attentively since you will not be concerned about losing the point you want to make.

Speak your mind freely, but don't monopolize the discussion. If you tend to talk a lot in groups, leave room for quieter people. Be aware that some people may want to speak but are intimidated by more assertive people.

Don't withdraw from the discussion. You have a responsibility beyond that of listening. Everyone in the group, including you, has unique knowledge and experience; this variety makes the discussion an interesting learning experience for all. Failing to speak means robbing the group of your wisdom.

Engage in friendly disagreement. Differences can invigorate the group, especially when it is relatively homogeneous on the surface. Don't hesitate to challenge ideas you disagree with. Don't be afraid to play devil's advocate, but don't go overboard. If the discussion becomes heated, ask yourself and others whether reason or emotion is running the show.

Remember that humor and a pleasant manner can go far in helping you make your points. A belligerent attitude may prevent acceptance of your assertions. Be aware of how your body language can close you off from the group.

Maintain an open mind. You don't score points by rigidly sticking to your early statements. Feel free to explore ideas that you have rejected or failed to consider in the past.

Use your critical faculties. Don't accept without question the statements made by authors of the readings, the leader, or other participants. Think about whether statements are provable; decide whether assertions are based on fact or opinion, feelings or reason, primary or secondary sources; and be on the lookout for deceptive argument techniques such as bandwagon or scare tactics, personal attack, faulty deductive reasoning, and vague generalizations.

Strive to understand the position of those who disagree with you. Your own knowledge is not complete until you understand other participants' points of view and why they feel the way they do. It is important to respect people who disagree with you. They have reasons for their beliefs which are usually not dumb or unreasonable. You should be able to make a good case for positions you disagree with. This level of comprehension and empathy will make you a much better advocate for whatever position you come to.

Once a study circle is underway, the study circle moderator is the most important person in terms of its success or failure. The moderator guides the group toward reaching the goals that have been set by the organizer and the participants. It is the moderator's responsibility to stimulate and moderate the discussion by asking questions, identifying key points, and managing the group process. While doing all this, the moderator must be friendly, understanding, and supportive.

The moderator does not need to be an expert or even the most knowledgeable person in the group. However, the moderator should be the most well-prepared person in the room. This means thorough familiarity with the reading material, preparation of questions to aid discussion, previous reflection about the directions in which the discussion might go, knowledge of the people and personalities in the group, and a clear understanding of the goals of the study circle.

The most difficult aspects of leading a discussion group include keeping discussion focused, handling aggressive participants, and keeping one's own ego at bay in order to listen to and truly hear participants. A background of leading small-group discussion or meetings is helpful. The following suggestions and principles of group leadership will be useful even for experienced moderators.

Beginning

"Beginning is half," says an old Chinese proverb. Set a friendly and relaxed atmosphere from the start. The goals of the study circle should be discussed and perhaps modified in the first session, as should the ground rules for discussion. It is important that participants "buy in" right from the beginning.

Managing the Discussion

Keep discussion focused on the session's topic. Straying too far could cause each session to lose its unique value. A delicate balance is best: don't force the group to stick to the topic too rigidly, but don't allow the discussion to drift. Most people do not regard a "bull session" as a valuable use of their time.

Do not allow the aggressive, talkative person or faction to dominate. Doing so is a sure recipe for failure. One of the most difficult aspects of leading is restraining domineering participants. Don't let people call out and gain control of the floor. If you allow this to happen, the aggressive will dominate, you may lose control, and the more polite people will become angry and frustrated.

Draw out quiet participants. Do not allow anyone to sit quietly in the corner or to be forgotten by the group. Create an opportunity for each participant to contribute. The more you know about each person in the group, the easier this will be.

Be an active listener. You will need to truly hear and understand what people say if you are to guide the discussion effectively. Listening carefully will set a good example for participants and will alert you to potential conflicts.

Stay neutral and be cautious about expressing your own values. As the moderator, you have considerable power with the group. That power should be used only for the purpose of furthering the discussion and not for establishing the correctness of a particular viewpoint. If you throw your weight behind the ideas of one faction in the study circle, your effectiveness in managing the discussion will be diminished.

Use conflict productively and don't allow participants to personalize their disagreements. Do not avoid conflict, but try to keep it narrowly focused on the issue at hand. Since everyone's opinion is important in a study circle, participants should feel comfortable saying what they really think -- even if it's unpopular.

Don't be afraid of pauses and silences. People need time to think and reflect. Sometimes silence will help someone build up the courage to make a valuable point. Moderators who tend to be impatient may find it helpful to count silently to 10 after asking a question.

Do not allow the group to make you the expert or "answer person." The point of a study circle is not to come up with an answer, but for the participants to share their concerns and develop their understanding. Don't set yourself up as the final arbiter. Let the group decide what it believes and correct itself when a mistake is made.

Don't always be the one to respond to comments and questions. Encourage interaction among the group. Participants should be conversing with each other, not just with the moderator. Often questions or comments are directed at the moderator, but they can be deflected to another member of the group.

Synthesize or summarize the discussion occasionally. It is helpful to consolidate related ideas to provide a solid base for the discussion to build upon.

Using Questions Effectively

Ask hard questions. Don't allow the discussion to simply confirm old assumptions. Avoid following any "line," and encourage participants to re-examine their assumptions. Call attention to points that have not been mentioned or seriously considered, whether you agree with them or not.

Utilize open-ended questions. Questions such as, "What other possibilities have we not yet considered?" do not lend themselves to short, specific answers and so are especially helpful for drawing out quiet members of the group.

Concluding

Don't worry about attaining consensus. It's good for the study circle to have a sense of where participants stand, but it's not necessary to achieve consensus. In some cases a group will be split, and there's no need to hammer out agreement.

Close each session with a summary and perhaps an evaluation. Remind participants of the overall goals of the program and ask them whether the discussion helped the group to move toward those goals. You will definitely want evaluations from the group at the midpoint of the program and during the final session.

The discussion moderator should encourage participants to read "The Role of Participants" before the first session. The role of the study circle moderator is to draw people in, ensure that all views are heard, and help participants learn from each other. Following are some special considerations for moderators of discussions on ethnic relations.

Creating safety and comfort within the group is the bottom line for the success of a study circle on ethnic relations. This should be the moderator's highest priority. This means ensuring that each person is able to express himself or herself honestly, without being belittled or ridiculed. If attacks occur, the moderator must intervene immediately to cut them short. Sensitivity, empathy, and familiarity with people of different backgrounds are essential qualities for the moderator.

It is important to spend some initial time in the discussion making sure that everyone in the group understands the various viewpoints expressed in definitions or any readings you may care to use. To do this, you can ask for volunteers to present each of the views by explaining how a thoughtful, reasonable person could hold that particular view. Or, you can accomplish the same purpose by breaking the group down into smaller working groups for a short time. Ask each group to prepare to make a case for a particular view when it returns to the larger group. Beginning a session in this way encourages openness to a range of views and prevents the group from becoming too narrowly focused on one particular viewpoint.

After the review of the viewpoints, the moderator can open the floor for discussion and debate, encouraging people to say what they like and what they don't like about each of the views. The group might look at the strengths and weaknesses of each viewpoint in turn, or proceed in a less structured way. Throughout the discussion, the moderator should encourage participants to explain the underlying reasons for their beliefs.

Well before the end of the session, the moderator should start asking participants to point out areas of agreement that exist, especially on values. While consensus is not an essential goal in a study circle, the moderator should help participants understand areas of common concern or agreement. In order to close on a positive note, it is good to ask participants to describe how their thinking changed as a result of the discussion or to reflect upon the discussion process itself.

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By the close of the discussion sessions everyone should:

1. Be able to identify the range of viewpoints regarding ethnic problems.

2. Make a good case for those positions one dislikes as well as the position one likes, and consider ideas and choices one has not considered before.

3. Realize one's own knowledge is not complete until one understands why others feel the way they do about their viewpoints.

4. Understand the underlying values of each viewpoint expressed in the meeting.

5. Make a choice about possible solutions to ethnic problems in your community, and understand the common ground held with others.