Socrates, probably the most famous discussion teacher ever, developed the dialectical approach of asking questions that stimulated student thinking and subsequent discussion. Although the discussion technique has this long and well-established history, it is for many instructors a focus of concern and fear. The idea of relinquishing some control over the focus of a class and the uncertainty of what questions students will ask can be daunting to those of us with lesser intellect and confidence than Socrates. It need not be so. The key is to let go of the often-held idea that the professor has to know it all and to accept that it may be legitimate and professional to say, “I don't know. Let's find out.”

The issue of control is a critical one. The first related premise here is that the people in the room have some background, experience, intelligence, and insight to share. Without making that assumption, an instructor is not likely to look for ways to bring all those things out and into the class. Without that assumption, the instructor is likely to continue trying to control the “air time,” concepts introduced, and direction of the class. Without that assumption, the instructor is likely to lecture.

So, in some ways, managing a discussion is like conducting an orchestra. There are a variety of melodies to play, experiences to benefit from, intellects to open up and discover, and theories to examine.