The NEXT Method
One of the first courses I taught in university was “Theories of Learning.” The most common question among students whenever I taught this course, was “how can I learn better.” This question was not confined to the course material; the discussion showed that this was a general life question. So, I made a point of teaching to this question. The key was always to increase the degree of active learning. Many such strategies were easy to generalize from the learning theory the students were learning, and the students became more adept at becoming active learners not just in class, but in other ways reported by them.
One of my favorite ways of active learning I taught was what I called the Next Method. The basic idea is simple, but the range of application is unlimited. Suppose I give you the first sentence from an introduction I wrote on science and psychology for a book entitled Contemporary Readings in Psychology, edited by John Foley, Russell Lockhart, and David Messick, and published by Harper & Row, in 1970. This was a “reader” to accompany introductory psychology texts and the articles selected were ones on the cutting edge of the field at the time and were not yet incorporated into current psychology texts. For the three editors, it was our first book publication.
The first sentence I wrote was this:
Most introductory textbooks do not give much information
about what is happening at the frontiers of the field.
Now imagine you are the student and instead of just reading on, I ask you to write the next sentence. Students invariably balk at this assignment, claiming that how could they know what to write if this is something they are supposed to be learning? Fair enough. So, then I begin to raise questions. Did you understand that first sentence? Everyone says “yes.” Does the sentence seem beyond your capacity? Everyone says “no.” Can you imagine yourself writing a “next” sentence? Here the responses become uncertain. “How is this learning?” one student might ask. “I would be writing what I already know.” “Yes,” I answer and tell them about tacit knowledge, the knowledge they already have but likely do not know they have. And then I talk about how they can now compare their own second sentence with the author’s second sentence. What is the same or similar? What is different or unexpected? Do they actually learn something? What? At this point, the whole process becomes engaging in a way that is surprising in many ways.
I have used this method with analytic candidates in relation to dreams and dream work as well as in understanding texts. Imagine, for example, hearing the first sentence of a dream and being asked to supply the next. Or consider some book or essay of Jung’s and follow this procedure. Or with a novel you are reading. Or a poem. I have used this method in many ways and continue to do so even now. It is a powerful and rewarding method and I encourage you to give it a try. And, I find it endlessly entertaining!