by Tricia Lunt, English Faculty
I’ve been thinking about circles lately, those of man-made origin, built to provide a place for interaction, engagement, and celebration. The mystical togetherness inherent in the circle pervades all cultures and traditions.
A circle promotes intimacy
A circle promotes unity
A circle promotes equality
While I’ve been busy training to be a conservatory docent, a separate group has been training at The Alfred Caldwell Lily Pool, an impressive outdoor space complete with a “Council Ring,” a circular meeting space modeled on Native American custom and reminiscent of many highly fraught, circular gathering spots in the woods I frequented in my youth.
I encountered wonderful, glorious campfire traditions as a girl at YMCA sleep-away and Girl Scout camp. Fortunately, my family’s home also had a generous property that allowed for bonfire parties throughout our later school years, which between me and my six siblings lasted about three decades.
La danse (I), by Henri Matisse
The circle remains ever-present in interactions with my family and friends. On Christmas, we (Mom, four sisters, two brothers, four brothers-in-law, two sisters-in-law, ten nieces and five nephews and I) form a circle, hold hands, and pause to give thanks and ask for future blessings: a phenomenal moment, imperfect though it may be. All of my friend groups form circles, around countless tables, on a thousand dance floors. Many of my favorite friend circles are shaped by folding chairs pulled together on a lawn, ideally with a fire pit at the center.
When I think like a teacher (which I frequently do), I know circles encourage engagement and provide a powerful tool for education.
I’m launching a seriously fabulous class this term, Summer 1, 2014, at RMU. The class is terrific largely because the students are willing to get into a circle and discuss ideas. Therein lays all the great mysteries of meaningful human interaction: cooperation and communication.
More important than all of the lofty, grandiose promises of the circle is students’ willingness to participate. If students don’t show up, really show up—physically and intellectually—learning just will not happen.
My RMU Students engaging in conversation!
Thus, I ask my students to get into a circle, to join the circle, to make a circle: all requests for their active involvement. Teachers need students to join in the process to make education happen. When students comply, when they truly form a circle, a “community of scholars” as I have come to call it, I gratefully seize the opportunity to enjoy the pinnacle of shared experiences, honest dialogue undertaken with the intent of mutual understanding. Another mystical moment, brought about through the magic of the earliest of human knowledge, sensing in that circle, we can all belong, we can all be heard.
The Flâneur's Turtle 