The Synthesis Fugue

What kind of music do you enjoy? If you’re like me you appreciate a broad spectrum. So far today I’ve listened to Bach, Radiohead, Ryan Adams, and The Rolling Stones. The music I’m drawn to tends to result from synthesis: the combining of multiple, different parts into a complex whole. Attend the symphony and you’ll experience the splendid coalescence of myriad, unique aural expressions.

Synthesis, the third step in our learning structure, is when we collaborate with our audience to reassemble the elements explored during the process phase into a new coherent whole. Imagine you are the conductor. The orchestra is your audience. Together you are working to shape something resonant and memorable.

A powerful shift happens as you progress from Introduction through Process and into Synthesis. The topic you present in the Introduction, though helpful for the purposes of orienting your audience, is as yet abstract to everyone but you. Imagine if you told me, “Today we’re going to talk about native vegetation.” I would know what we’re discussing, but I wouldn’t have any relationship to the topic. It remains intangible to me. Process allows me to explore the content and make it my own. I can ask questions, deepen my understanding, and at least begin to satisfy my curiosity. Through synthesis we can then create a new form, or composition, that has personal meaning and relevance to each individual.

Too often, because we bypass the process phase, synthesis becomes merely a reiteration of what was stated in the introduction. For example, an introduction may be, “Smoking cigarettes is harmful to your health.” The “synthesis” that follows falls flatly as, “Furthermore, don’t smoke. It’s bad for you.” This prevents the message from taking root and yielding change because the topic remains distant and impersonal to the audience.

Synthesis offers the opportunity to make meaning of process. The presenter or educator can facilitate synthesis by bundling together comments from the audience into likenesses, then reframing the main message after integrating input. This is a far cry from traditional approaches wherein we state the message in our terms, irrespective of participants’ voices.

In summary, a solid Introduction promotes productive, divergent Process, which in turn allows for constructive Synthesis. Keep in mind that all of these elements apply to both formal and informal presentations. What applies to teaching a workshop will also be relevant in a dialogue with your coworkers or children. Fidelity to each element will enhance the potency of all our interactions.

It’s great to be working with you to promote meaningful, lasting change.

Best,

Questions? Send me an email.

Tags: adolescent behavior, curriculum development, effective learning, effective programs, engaging youth, good questions, positive change, process, student engagement