Editing Study circle (section)

==Basics==
Study circles are typically created by persons who discover a common interest; other study circles may be created to analyze and find solutions to social, political, or community problems.

Often there is no [[teacher]], but one member usually acts as [[facilitator]] to keep discussion flowing and on track, and ensure that everyone has an opportunity to become as involved as he or she desires to be.  Reading material and audio/visual aids are often used to stimulate dialogue.

Study circles may be introductory level, advanced level, or any level in between. Study circles may be sponsored or assisted by [[government]] or [[community]] officials and have specific outcome goals such as generating ideas or suggesting courses of action; or they may be entirely independent and [[self-sufficient]], existing simply for the pleasure of increasing the knowledge of their members.

While there is no one right way to do a study circle, organizations such as Everyday Democracy (formerly the Study Circles Resource Center) have published simple and suitable dialogue methods for creating deeper understanding, for weighing options and making choices, or for making recommendations that lead to action.<ref>{{cite book |editor1-last=Campbell |editor1-first=Sarah vL. |editor2-last=Malick |editor2-first=Amy |editor3-last=McCoy |editor3-first=Martha L. |date=2001 |title=Organizing community-wide dialogue for action and change: a step-by-step guide |location=Pomfret, CT |publisher=Study Circles Resource Center |oclc=56715349 |url=https://www.everyday-democracy.org/resources/organizing-community-wide-dialogue-action-and-change}}</ref>

Study circles allow complex topics to be broken down into manageable parts. Single session programs can result in meaningful and productive [[dialogue]], but study circles usually involve multiple sessions in order to fully investigate the question at hand. However, a study by Staffan Larson in 2001 concluded that while study circles foster participation they are only partly successful as civic change vehicles since their power to influence social action can be weak.<ref>{{cite journal |last=Larsson |first=Staffan |date=May 2001 |title=Seven aspects of democracy as related to study circles |journal=International Journal of Lifelong Education |volume=20 |issue=3 |pages=199–217 |doi=10.1080/02601370110036073 |s2cid=144998073 |url=https://www.researchgate.net/publication/233121049}}</ref>