conversation. Doing this is nothing more than reporting, and reporting what is said is inconsistent
with the requirements of active learning.
Rules for Interlocutors
The first rule for interlocutors provides that each participant’s contribution is based upon what she
has experienced, not upon what she has read or heard. In terms of student posts and comments on the
DBs, I want them to focus on the text. As already mentioned, these questions serve the purpose of
putting students into a better position from which they will be able to arrive at their own under-
standing of the meaning and significance of the text. Thus, their posts must be textually focused.
This requirement is loosened when we consider the text in class. In the example of Laches’defi-
nition of courage as wise endurance, where students are asked to identify examples and counter-
examples of their own, I specifically instruct them to select examples not provided in the text.
Examining these examples in class provides students with a better understanding of the text while
sharpening their own understanding of courage as well as their critical thinking skills.
The second rule is that thinking and questioning must be honest. This means that only genuine
doubts about what has been said should be expressed. This rule is important for narrowing the
examples down to a single example. After listing the examples on the board, I ask the class if any of
the examples should be removed and to explain why they should be removed. Here, I want students
to be mindful of the following criteria: 1) the example must be derived from one’s particular
experience; 2) it should not be overly complicated; 3) the example must be relevant for the topic of
the dialog; 4) the example should deal with an experience that has already come to an end; and 5) the
person providing the example must be willing to present it fully and provide all relevant factual
information.^47 After the argument is presented, the individual who suggested the example is given
the opportunity to respond. She can agree to its removal or she may continue efforts to persuade
others that the example should be included.
The third rule makes it the responsibility of all participants to express their thoughts clearly and
concisely as possible so that everyone is able to build on the ideas contributed by others. Obviously,
the DB posts and comments need to be written clearly. One of the things I do, and encourage
students to do as well, is request that specific aspects of a post be clarified. Blackboard allows
students to quote from another post so students are able to identify the specific part of the post/
response requiring clarification. I also ask students to clarify what they say in the classroom and
encourage other students to do the same. Moreover, they are instructed to ask me to clarify what
I say as well. Asa matter of course, I regularly ask the entire class if there are any questions or if there
is anything that needs clarification before moving on to the next aspect of our discussion.
The fourth rule requires everyone to listen carefully to all contributions. This also means active
participation so that everyone’s ideas are woven into the process of cooperative thinking. I do my
best to distribute the burden of class discussion. One thing I have found that helps to alleviate some
of the student concern with speaking in class is that the starting position for class discussion is
already available in the DBs. By identifying the student or students that are the source of the
question(s) for class discussion, they are given ownership. However, when I have to start class by
correcting something I donot assign the need to do this to any student. Instead,I follow Socrates and
take responsibility for this.^48 Thus, students are never connected to an error or a mistake. The goal
here is to develop an environment where even the most introverted student feels comfortable
participating in the common discussion.
The fifth and sixth rules reinforce the idea that we are engaged in common inquiry. The fifth rule
maintains that participants should not concentrate exclusively on their own thought. They should
make every effort to understand those of other participants and if necessary seek clarification.
The requirement of commenting on two posts speaks directly to this. If a student is in agreement
with another student, she needs to clearly explain why this is the case and be able to support her
106 Jordon B. Barkalow