HOW A

 LITERATURE FOR LIFELONG LEARNING

PROGRAM WORKS

Many educators recognize that the most meaningful type of adult learning takes place when the teaching methodology is interactive in character, when individual participants have a chance to share their experience and ideas, and learn from comments and observations made by others.

That is the approach utilized in a Literature for Lifelong Learning program.   

Participants read one or more works of literature (typically a short story) in advance. The program itself involves a discussion by the participants of professional practice and professional responsibility issues drawn from the story, with discussion questions posed by the facilitator.  The discussion draws on two texts:  the text of the story, and the “text” of each individual participant’s life.  The facilitator’s role is to pose questions which encourage participants to tap into their life experience and to share with each other their viewpoint, perspective and ideas on the issues that come up for discussion.

The issues that come up for discussion are either a function of the theme or “purpose” of the program, as determined by the program sponsor; or a function of the type of CLE credit that participants earn through their attendance and participation.  In Minnesota, for example, attorneys are required to complete at least three hours of ethics education and at least two hours of elimination of bias programming in each CLE reporting cycle.  My Minnesota programs have all been designed to earn participants those types of CLE credits.

Because of the discussion-based format, enrollment at one of my Literature for Lifelong Learning programs is normally limited to about 24-28 participants. 

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