As far as I can recall, I have already attended hundreds of seminars. I sat through these discussions, absorbing what speakers shared about the latest tech trends, child psychology, and journalism—whatever my interest or the topic happened to be. I also experienced facilitating a tech seminar as a graduation requirement. Then, after finishing my studies, the college invited me back to talk about data science and AI to the next generation of Computer Science and Information Technology students.
With that background, I thought I knew seminars “like the back of my hand.” But as with many clichés, we conclude too quickly that things work a certain way simply because “that is how it has always been done.” The same applies to seminars. Fortunately, our foundational M.A.Ed. course began with the reading of “The Seminar” (Kahn, 1981)↗, which provided me with a fresh perspective on the subject.
I was struck by the relevance of this article's challenges and suggestions, despite it being published over half a century ago. Michael Kahn appeals to philosophy, psychology, and his experiences in academia to show that learning should be a “continuing conversation.” The seminar was originally intended to allow for this dialogue; therefore, seminars should not be one-sided. Instead of the audience merely hearing and digesting the talking points, a seminar should create “parallel play” between the teacher and every student. Participants should be respected and expected to share their thoughts within the seminar’s constraints. Ultimately, the attendees build something together: a deeper connection, greater understanding, or a better solution to a dilemma.
“The Seminar” also offered tips on handling difficult types of attendees, such as the shy ones who hesitate to share and the engaging ones who love to debate. Both groups benefit when the facilitator asks how they feel before the discussion starts and, again, during the exchange of ideas. I further realized the value of empathy in this forum: we should practice habits we expect from others, such as active listening and acknowledging what we have learned from other participants. Moreover, this article reminded me to be sensitive in how I respond to ideas. We should not be dismissive. Respecting others’ thoughts leads to fruitful opportunities and connections. Kahn extends this discipline to the clock itself. He encourages spending the last ten minutes of the seminar reviewing what was discussed. This way, listening does not end when the talking does.
The practical insights brought by “The Seminar” go beyond its specific theme: its lessons can empower us to be better teachers, listeners, and communicators. As disruptive technologies quickly evolve to challenge us, becoming better—no matter how small the improvement—is a step in the right direction.
References
Kahn, M. (1981). The seminar: An experiment in humanistic education. Journal of Humanistic Psychology, 21(2). https://doi.org/10.1177/002216788102100212
AI Declaration: I used Gemini to only proofread this article. I am responsible for its content, style, and narrative.