What Works and What Doesn't: Groups 1, 3 & 5 This is a group posting activity. The group leader initiates the discussion and the other group members respond accordingly within their group space. St. Clair and Brookfield both tackle "discussion" in their chapters. They point out both the importance of discussion, and the ways in which it can fail. Read the following passage from your Brookfield chapter (p. 123): The American adult educator Eduard Lindeman tried to take the understanding and analysis of democracy beyond ritualistic invocation. To Lindeman (1987) democracy was “one of the grandest words in the whole of human language” (p. 137) but also one of the least understood and most abused by hypocrites. He believed that most people “are democratically speaking, illiterate; they do not know how to operate in and through groups” (p. 150). This meant that they lacked the skill to deal respectfully with difference, live with unresolved conflicts, and accept that proposed solutions to complex social problems should always be viewed as temporary, as contingent. In light of this critical quote, reflect on your general feeling about discussions you've had in the past in formal settings -- perhaps classrooms, online forums, or workplace meetings. From your experience, would you agree or disagree with Lindeman's observation? Thinking to your readings this week, what role might an adult educator play in helping groups to communicate democratically? (Share a short quote or paraphrase, including a page number to help you do this, and to give your peers something to work with too.)  Respond to your group members' posts to further discussion with peers. by Sharmaine Itwaru https://padlet.com/sharmaineacademic/60cnea7tmdi5top en-us 2023-04-14 18:27:06 UTC 2023-06-27 18:54:46 UTC hello@padlet.com Democracy in the Classroom melanieveilleux85 https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2627258031 Brookfield (2013) describes three ways to ensure democracy in the classroom: hearing multiple voices and perspectives, having students make decisions, and incorporating unfamiliar perspectives. I would tend to agree with Lindeman’s (1987) assessment. When it comes to discussion in a classroom setting, there are many ways the process can quickly become undemocratic. If two or three people dominate the discussion, or if people with differing perspectives do not participate, the discussion will not reflect the democratic process at all. 

On page 115, St. Clair (2015) creates a table of different techniques educators can use that will create a more democratic experience in the classroom. According to their paper, the best way to ensure discussions are well-rounded and reflective of differing perspectives is to vary the types of discussion activities used in the classroom. Some students may not speak up in a classroom discussion, but would have a lot to say in a personal journal entry. Some would prefer not to speak in front of the entire classroom, but may be very vocal in a small group setting working on a case study. Having the points of view of all of the students is integral to creating a democratic classroom and a well-rounded education.

What other activities could adult educators plan to ensure that all students can participate and be heard?


Brookfield, S.D. (2013). Powerful techniques for teaching adults. San Francisco: Jossey-Bass.

St. Clair, R. (2015). Creating courses for adults: Design for learning. San Francisco: Jossey-Bass.

]]> 2023-06-19 16:00:02 UTC https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2627258031 Creating a democratic classroom nc22ml https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2629531152 Eduard Lindeman (1987) believed that democracy was often misunderstood and misused despite it being “one of the grandest words in the whole human language” (Brookfield, p. 123). He argued that many people lacked the skills to operate democratically within groups and struggled to respectfully handle differences, unresolved conflicts, and the notion that solutions to social problems are temporary and contingent. Reflecting on previous experiences in formal settings in the classroom or workplace meetings, Lindeman's observation resonates with the challenges faced in discussions, where some individuals tend to exert dominant control over the conversation while others passively observe. As a result, opinions from certain individuals may be disregarded or overlooked, leading to unresolved conflicts and a lack of meaningful resolution rather than fostering open dialogue and understanding.
 
Ultimately, we believe it is the role of the educator to ensure students' communicate democratically. This is done by equipping learners with the necessary skills to engage respectfully with different perspectives and navigate conflicts constructively. In the article, Powerful techniques for teaching adults, Brookfield (2013) outlines three ways educators can ensure they create a democratic classroom environment.

  1. Multiple Voices and Perspectives - allowing as many voices/perspectives to be heard as possible
  2. Decision-Making Process – ensuring that students are given the opportunity to make decisions in the classroom (ie. what they learn, demonstration of learning and assessments)
  3. Incorporating Unfamiliar Perspectives – challenging students to consider unfamiliar and challenging points of view. 
References:

Brookfield, S.D. (2013). Powerful techniques for teaching adults. San Francisco: Jossey-Bass.

]]> 2023-06-22 00:10:49 UTC https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2629531152 Democracy in the Classroom faithlaughlin https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2629675394 According to Lindeman (1987) democracy was “one of the grandest words in the whole of human language” (p. 137), although he also believed that most people lacked the skills to actually be democratic. I have to agree with Lindeman, people struggle with the idea of speaking without offending and listening without defending. There have been many times throughout my career when someone of higher authority refused to listen to others' opinions or ideas because they assumed that they didn’t have anything important to say and 'the boss knows best'. St. Clair (2015) reiterates the lack of democracy in discussions by referring to Stephen Brookfield (2005), “Discussion can turn into a competitive activity or one in which it is all too easy for people to feel slighted” (p. 116).
An educator could play a role in encouraging democratic communication in the classroom by implementing Brookfield’s (2013) multiple voices and perspectives. When a topic comes up that may cause some controversy or differing opinions students can write down their thoughts in an anonymous forum or on a whiteboard in class. This would aid in everyone’s voice being heard and those who are more timid and don’t like to share, have the opportunity to do so comfortably. Without acknowledging differing opinions society will not evolve, “democracy can only flourish if these ideologies are challenged and then replaced (Brookfield, 2013, p. 123).
What are some other ways we as instructors can guide constructive and democratic discussions?

Brookfield, S.D. (2013). Powerful techniques for teaching adults. San Francisco: Jossey-Bass.
St. Clair, R. (2015). Creating courses for adults: Design for learning. San Francisco: Jossey-Bass.
]]> 2023-06-22 02:23:27 UTC https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2629675394 Group 3 annalennox1998 https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2631476319 Hey Group 3, I'm having tech issues with Padlet which is preventing me from seeing your posts... however, in the meantime, I thought I'd share my thoughts regarding the passage above. 
People often have the impression or self-perception that they are acting democratically or respectfully, but in truth, their actions reveal their resistance to democratic discussion. For example, in heated discussions, someone might state "I respect your opinion, but I don't agree". This appears respectful, but their tone, expressions and body language will also reveal their true feelings. Furthermore, I recently read a book entitled "The 7 Habits of Highly effective People", written by Stephen Covey. One of the habits he outlines is 'Seek First to Understand'. Often, when in a discussion, we're more focused on what our response will be, rather than focusing intently on understanding the other person. When we focus on someone's opinions and thoughts deeply, we can come to understand why they have those thoughts, which reduces our defensiveness and encourages more open dialogue. Anna Lennox.]]> 2023-06-24 15:17:18 UTC https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2631476319 Group 5- Michelle Tam https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2631874068 I agree with Lindeman's statement. The adult educator frequently uses the terms: democracy or democratic; these terms belong to a type of scripted signalling (Brookfield, 2013). Scripted signalling is a signal that uses to promote and defend action  (Brookfield, 2013). Adult educators used to promote the feminist movement in the past in classroom settings. They taught women the importance of equality and support their livings. ]]> 2023-06-25 22:18:46 UTC https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2631874068 Group 5 Michelle Tam https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2631874191 I agree with Lindeman's statement. The adult educator frequently uses the terms: democracy or democratic; these terms belong to a type of scripted signalling (Brookfield, 2013). Scripted signalling is a signal that uses to promote and defend action  (Brookfield, 2013). Adult educators used to promote the feminist movement in the past in classroom settings. They taught women the importance of equality and support their livings. ]]> 2023-06-25 22:19:12 UTC https://padlet.com/sharmaineacademic/60cnea7tmdi5top/wish/2631874191