How can you learn about sustainable practices and help encourage your city to adopt policies that lessen its environmental impact? By participating in a study circle on The Natural Step (TNS) framework for sustainability.

Study circles work to bring together citizens and leaders who are interested in and concerned about the future of their community and the environment it is in. The study circles encourage learning, discussion and sharing about creating and fostering an environmentally, economically, and socially sustainable community.

Nine informal meetings make up the study circles – the core of TNS Monona’s education offerings. Study circles are built around a curriculum that helps participants understand how to put four sustainability conditions at the center of community development and community life. Thinking about and discussing how to apply those conditions to topics such as energy, transportation, housing, building and biodiversity are some of the ways the study circles focus on addressing and understanding local problems and local sustainability challenges. With this local focus and knowledge, participants in study circles become better informed and educated about sustainability issues while they get connected to their neighbors who care about the same issues.

I was in a circle that wrapped up in August. The best experience I had with the circle was the “hyper-local” focus of the group and the topics we discussed. Not only was I participating in the group with people who lived in and shared the Monona experience with me, but the things we talked about were subjects that applied to the city I lived in. It was great to take worldwide concepts like sustainability and transportation and be able to understand them in ways that can be applied to Monona.

We had some good discussions and learning in the study circle. We didn’t always agree about all the issues we discussed, but in the spirit of learning, we all seemed to respect each other’s views.

I’d say that the challenge that we have now is to take what we learned and find ways to put it into action. It’s one thing to get a lot of head knowledge about living a life that is kinder to the environment. It’s another thing to put it into practice. This is going to involve growing a “green attitude” in city government and in the citizens of Monona, as well as working to refocus the short- and long-term policies used to plan Monona’s future.

You can help grow that “green attitude” and help our community by joining a circle. The next circles will start the fourth week of September. You can sign up by going to www.tnsmonona.org and following the links at the Education/Study Circle tab.

Here are a few words from some of my circle mates.

“I really appreciated getting to meet other people with similar interests and concerns. Before this I felt really isolated.” – Barbara Walden

“I loved the diversity of my study circle group. We shared views, perspectives and experiences that tremendously enriched our discussions and filled in gaps in our knowledge. Represented among us were sharp active people with city and rural experience, a high school student, a college student, employed people, retired people, volunteers, a widow, married and single people.” – Karen Upper

“The most valuable thing I got from the study circle is learning from other’s perspectives. I have learned so much! I have also learned the value of letting people educate themselves, so they can create their own visions and initiate their own action.” – Justin Bloesch

“It was inspiring to read about the efforts and the tools available for planning, implementing, and measuring progress. Discussions were thought-provoking, energizing, and fun. The people in my group were great sharers and listeners, had been involved with a wide variety of sustainability initiatives, and helped me envision so many more possibilities for action than I had seen coming into the group. I can easily imagine us fellow travelers following and cheering on each other’s efforts even after our circle formally disbands.” – Sue Vogt

Study Circles are regular gatherings of people interested in an in-depth and systematic study of the Bahá’í Writings. The purpose of this study is to gain a deeper understanding of the Holy Word, begin to comprehend the meanings and then find ways to apply the Word to our lives through spiritual transformation and service to humanity.

The frequency and duration of each study circle are set by the group, and a facilitator serves to maintain the focus and pace. Every participant in the group also makes a commitment to action or service.

There are several Study Circles covering a variety of subjects held throughout the state. Also, new Study Circles are forming all the time to meet the needs of those who wish to participate. Check the Events Calendar for of a community of your choice to find a Study Circle near you .

study-circle

More about Study Circles

Reflections on the Life of the Spirit (Book 1): A course for those interested in learning more about the Baha’i Faith. The course is intended to develop spiritual capacity in the individual for one’s own spiritual development and for service to humanity.

Participants gain a deeper understanding of the answers to:

* What is the purpose of life?
* What is the nature of the soul?
* How does the soul progress?
* What is death? What are the significances and effects of our deeds?

Arising to Service (Book 2): This course is largely focused on acquiring the skills and abilities for specific acts of service. This is an intergenerational study circle.

Themes studied are: The Joy of Teaching, Deepening Themes and Introducing Baha’i Beliefs.

Teachers of Children’s Classes (Book 3): This course is designed to help individuals who wish to undertake the highly meritorious service of teaching regular classes for the spiritual education of children.

Themes studied are: Some Principles of Baha’i Education, Lessons for Children’s Classes, Grade 1 and Conducting Classes for Children.

The Twin Manifestations (Book 4): This course is designed to help individuals acquire a thorough and systematic knowledge of the lives of the Bab and Baha’u'llah. Themes studied are: The Greatness of this Day, The Life of the Bab, and the Life of Baha’u'llah.

Teaching Children’s Classes, Grade 2 (Book 5): This course is the second in a series in the area of the spiritual education of children and youth. It follows Book 3 and, in many ways, is a continuation of it. It offers thirty lessons for youngsters entering the second year of a Baha’i educational program, which the teacher is expected to apply to the particular circumstances of his or her class. The material in the book is also intended to help those who, though not interested in teaching formal classes, wish to develop some of the skills related to child education and gain a more profound understanding of its dynamics.

Arising to Serve (Book 6): This course is the sixth in a sequence designed to raise up human resources capable of fostering the growth of the Baha’i Community with efficiency and love. The aim of these Study Circles, in their entirety, is to achieve three overall objectives: providing insights into spiritual matters, imparting knowledge about the Faith, and helping to develop specific acts of service. After Book 2’s initial introduction to teaching and having now gained some practical experience, the participants in the program are no doubt eager to embark on a more in-depth exploration of the subject of teaching in Book 6.

Walking Together on a Path of Service (Book 7 tutor training course): The main sequence of courses (Books 1-6) offered by the Ruhi Institute is designed to impart to the participants the knowledge, qualities and skills that would enable them to serve as tutors. The aim of Book 7 is to prepare tutors who can effectively introduce these books to others.

In the courses Introduction to Programming and Java Programming the students are encouraged to do the course exercises in study circles.

In the first exercise session the students of the group will be divided (possibly in a self-organising manner) into groups of 3-5 persons known as study circles. Each group will solve the current assignments together between exercise group meetings.

In the beginning of the first exercise group meeting, after the study circles have been formed, a circle will choose its name. Then it will give the group’s name, along with members’ names and e-mail addresses, to the teacher. The time and place of the first circle meeting will be decided, right after the circle has been formed, by the circle members themselves.

In its exercise group the circle will mark all the assignments it has completed – to the checklist – as a whole. Each member will get the points of the group. However, only the members who are present in the exercise session are allowed to mark any exercises to the checklist.

The study circle members will get the most out of the study circle practice if they gather every week during the course at least once, and ponder the assignments themselves. However, if the need arises, there is a possibility to obtain support from a teacher.

Rules and practices:

* Every study circle will think of a name for itself and announce the circle name and the participants’ names and e-mail addresses to their teacher
* A study circle will mark exercises as a circle: each circle member will get the the points of their circle.
* A study circle will present their assignments as a group in the exercise sessions.
* Each member of the circle must be present at the exercise group meetings. Only the members who are present can mark exercise points in the checklist.
* Each study circle will choose their meeting times and places, as well as their working habits, independently. Some advice may be available by asking the course teachers
* If in need of counselling, a circle can contact the course study circle instructor to fix a meeting time and place
* All changes in a circle’s line-up must be agreed with the teacher of circle’s exercise group
* Last assignment in the last exercises of the course will be study circle’s self-assessment

Ideas and good-willed advice

* Each study circle will arrange its routines very independently. The number, duration and place of meetings are to be chosen freely, although the meeting time of the exercise group must be taken into account
* Circles may gather in department’s student rooms or workstation rooms, but also cafeterias, bars, participants’ homes etc. are possible
* A fixed weekly meeting time is probably a good idea
* It is advisable to ponder the assignments in private before the circle meetings; thus the participant will be able to contribute more for the group work and to benefit more from the group work him/herself
* Sometimes dividing assignments between circle members would be appropriate. It is nevertheless advisable to familiarize oneself with each assignment
* groupworking should be constructivem when: (*
o adequate and efficient help and support is given to other members
o each member has confidence in the other members
o the group members are encouraged to spend effort for the common goal
o information and material is shared and methods of work are explained
o each member is given feedback to help them accomplish their assignments
o other members will be encouraged
o to achieve a high level of problem solving and insight, the arguments and conclusions of other members can be challenged
o disagreement is not a valid reason for not listening to others’ ideas
o each member should be prepared to change his/her mind
o let the issues argue, not persons

Using Toward A More Perfect Union* in an Age of Diversity

Cultural diversity and intergroup relations are at the heart of the most pressing community concerns. But as important as diversity issues are, community members may be reticent to talk about them. It’s often only after a crisis that people realize “we have a problem here, and we should be working together on it.” Even then, it’s hard for people to know where and how to begin.

Your challenge as a study circle organizer will be to show people the way to begin. You will be working to welcome and include people from every part of the community. It will be important to show people that the study circles will be safe places where they can share their ideas, listen to others, and work together to make a difference on the issues that affect their lives.

There are a number of ways you can use this guide to build study circles. Think about what will work in your specific situation:

* what will bring out large numbers of community members?
* what will draw people from all parts of the community?

Central to all of the following strategies is a commitment to bring together a diversity of people for honest, respectful, democratic dialogue:

1.

Organize study circles on an issue of general concern to the community. Consider what will draw broad participation from all sectors and groups. Use all or parts of Toward A More Perfect Union and the materials in this AMPU Guide to address the diversity issues that underlie the specific issue your program will address.

Example: In Long Beach, CA, the Peace Among the People Initiative is bringing together people from Hispanic, Anglo, and Cambodian backgrounds for study circles on violence, which is of critical concern to all parts of the community. In these study circles (some of which are bilingual) many people will have their first opportunity to meet with fellow community members, discover common concerns, and begin to work together. Idea: In such a program, groups could use sessions 1 and 2 of this guide before addressing the specific issues of violence they are facing.

2.

Organize study circles on race relations and racism. Often racial and ethnic tension is of paramount concern in the community, and so study circle organizers may want to begin with the more specific issue of race. In the process, other diversity issues frequently arise; some of Toward A More Perfect Union and materials from this Guide could be incorporated into those discussions. Or Toward A More Perfect Union in its entirety could be used at a second stage set of discussions to follow up the study circles on race.
3.

Organize study circles on the immigrant experience and what it means to be an American. Especially in communities where recent immigrants are settling, this may be a critical issue to a broad cross-section of people.

Example: In Somerville, MA, the Somerville Human Rights Commission and Tufts University sponsored a study circle program called Somerville Conversations on Ethnic Identity, and Immigrant Experience, and What it Means to Be an American. Supported by the National Endowment for the Humanities, other sponsors included the Somerville Haitian Coalition, Massachusetts Alliance of Portuguese Speakers, Centro Presente, the Disability Commission, and the Somerville Interfaith Group.

4.

Organize diverse study circles within particular sectors — for example, within the faith community, or among schools. On a smaller scale than a study circle program that aims to include all parts of the community, these programs can consider the issues faced by particular institutions. After experiencing participatory discussion, some of the participants may become the leaders that carry the conversations to other sectors of the community.

Example: When congregations from different faith traditions and ethnic backgrounds pair with each other for dialogue, they have a chance to form new relationships, grapple with public issues, and build community. Participants have the opportunity to explore how their faith informs their perspectives. Idea: By using Toward A More Perfect Union in an Age of Diversity, people could explore religious diversity in the community.

Idea: Frequently, schools are racially and ethnically segregated. Even within “integrated” schools there is not a lot of interaction between groups. Either through school pairing or through study circles within a school, students could have the chance to explore their diversity and consider how to create a school community that works for everyone.