Recently I was asked by a parent group to explain the use of seminar discussions towards understanding literature and developing critical thinking skills. Welcome thoughts…
Critical Conversations: Whole group discussions as instrumental in developing critical thinking in response to literature
By Toby Brothers, Director London and Paris Literary Salons, Mentor Teacher, MA Modern Literature University College London
08.12
In our struggle to be innovative in education, new energy is sought in a rejection of traditional methods in the attempt to revolutionize pedagogical approach. This upheaval may have its role: in some cases the rejection illuminates the importance and significance of the technique being rejected.
The use of informed discussion around a shared reading experience dates back to the earliest traditions of literary study. In this case, what is traditional is also revealed to be highly effective as a teaching technique particularly for developing readers. Innovation in this area may be in structuring and assessment, developing participant accountability strategies and techniques for harnessing the energy released in the discussion for individual use. The development of pedagogical theories around the importance of discussion-based learning results in inspirational models; the Harkness Method and Collaborative Reasoning are two examples. From my work with primary school students to highly educated adult readers, I have found literary discussions to be instrumental learning moments for the following reasons:
1. Ideas offered in the discussion help each participant clarify their own response
2. The discussion environment melds social atmosphere to academic; for young learners moving from social education to more formal education, this platform develops that transition. Social relationships are directed towards academic understanding using conversations to increase focus and clarity. In authentic discussions, we take risks: discussing fears, considering alternative points of view, admitting confusion, sharing imaginative responses—the critical conversation around a challenging work of literature offers these opportunities.
3. Participants are challenged to move from a narrow, limited response (“I didn’t like the book”) to a more complex, multi-layered response…the critical conversation moves beyond the first response as the attention of the discussion is focused on understanding and development of themes, character, motifs, narrative perspective, irony, figurative language: an understanding of how these tools are used and how meaning is created becomes much more satisfying then the initial response.
4. Participants who are invested or intrigued by the book’s contents will speak up more readily in the beginning; their enthusiasm ignites the curiosity of the more reluctant reader acting as positive peer pressure towards learning. One student’s excitement becomes another student’s inspiration.
5. As a healthy discussion atmosphere is developed, students become more comfortable asking questions and admitting to areas that are poorly or incompletely understood. Students learn to use the group collective intelligence to augment their own understanding; this can be facilitated with structured partnered work in preparation for discussions.
6. A good discussion replicates the broadening potential of a strong work of literature: the narrowness of our own perspective is exposed in light of the ideas and experiences of others. Hearing a different response to a particular character or dilemma, the student reflects back on their own response, considers in light of a different opinion, modifies or develops or strengthens their position as a result. Any of these actions engage the mechanics of critical thinking: reflection, self-questioning, analysis, increased structure in theoretical formulation…
7. Critical conversations may require structures to make spoken and spontaneous thoughts tangible and developmental. Participant pre-writing and post-writing, with teacher guidance is one method to help students articulate their ideas and record the development of their responses as a result of the discussion.
Focused whole group discussion in response to the reading of a shared, challenging work of literature is the core methodology of higher education. Younger students can equally benefit from the challenge and intellectual support provided by the discussion experience. The young student who reads and discusses literature that challenges them creates a life-long reader who embraces difficult writing and complex ideas as worth the discipline of comprehension.
