Study Circle Julian Gastronomy in Mitteleuropa

TRAINING COURSE FOR MENTORS/TUTORS IN STUDY CIRCLES Paper

Davide Cappelli Via Ruggero Manna 19 34134 Trieste (IT)

Trieste, February 2013

Ministero dell'Economia e delle Finanze

Davide Cappelli http://it.linkedin.com/in/davidecappelli/ http://about.me/davide.cappelli

Julian Gastronomy in Mitteleuropa

1. Introduction
The Study Circle is a democratic approach to education complementary or alternative to traditional formal adult learning (i.e. a course). This informal method, voluntary and highly participatory, consists in small groups of people who meet to discuss, whether the support of a coordinator/facilitator or not, specific issues or topics. By discussing they share their existing knowledge that's pretty important if someone in the group is particularly skilled or experienced, or within multi-age groups and/or collaborate to improve it. 1 Complex issues are divided into manageable task whereas controversial topics are dealt with in depth; it's also possible to hire an expert. While single-session programs can result in meaningful and productive dialogue, multiple sessions generate continuity and (sense of) camaraderie within the group. The Study Circle developed from late 19 th Century Sweden: it is usually dated to 1902, the year Oscar Olsson the father of the Study Circle started his first group in the Lund branch of the International Order of Good Templars, and named it a Study Circle. 2 In Sweden today Study Circles are a mass phenomenon and have, as in other countries, broad national support. According to Oscar Olsson the most important feature of a Study Circle was that it could operate independently of teachers. Indeed his definition of a Study Circle was a circle of friends who get together to discuss problems or subjects of common interest. 3 Study circles can be used, as a complete program or as part of a larger program, in many situations: political groups to identify issues and assess candidates, community councils to hear the needs of citizens and possible ways to meet them, etc.. Study circles are also being employed as a change process and development activity within corporations. Some of the ideas and concepts of community study circles can be applied to social issues such as diversity, race relations and community-focused giving.
1) Everyday Democracy (formerly the Study Circles Resource Center) everyday-democracy.org 2) Bjerkaker, S. 2003. The Study Circle a method for learning. FACE Annual Conference 2003. 3) Brattset, H. .1982. What are the characteristics of the Study Circle?. Norwegian Institute of adult education, Trondheim

Davide Cappelli

Introduction

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Julian Gastronomy in Mitteleuropa

2. The Study Circle (S.C.)

The proposed Study Circle is dedicated to the gastronomic actually a very popular (even in a broader multigenerational perspective) topic, able to meet the interest of many kinds of persons continuousness in the macroregion called Mitteleuropa, as represented and interpreted in the Julian area. I sincerely do have to admit that I chose this topic because it was one of the easiest, either for its popularity and acquaintance, in the given pool, both for the potential S.C. participants and the potential mentor/tutor: me. Otherwise it has a lot of potential: Gastronomy, in general, is not just an individual issue but it can have many local economic repercussions (sinergies among professionals or self-taught or just self-entitled prosumers, 4 leisure opportunities); Gastronomy is a sociologically vertical issue: people coming from any social class could share it properly exchanging ideas and anecdotes; Gastronomy, especially in this case, is boundaryless, enabling people residing in different states to retrieve their common historical heritage.

2.1. Context
The Julian area stretches from the alpin border among Austria, Italy and Slovenia to the sea. Before the First World War the entire region was under the Austro-Hungarian Empire geographically corresponding to Bosnia and Herzegovina, Croatia, Czech Rep., Hungary, Montenegro, Poland, Romania, Serbia, Slovakia, Ukraine and (partially) Germany , mostly coincident with the current concept of Mitteleuropa (Central Europe). Naturally, folkway, laws, spoken and written languages were associated, also as an expedient to blend formerly separated cultures; so gastronomy was too. Many recipes, including the worldwide known Goulash originally an hungarian beaf soup and then variously reinterpreted , were, although differently, spreaded across the empire, gaining their own evolutions.

4) Pro-sumer is a (professional ) producer and consumer,.

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The Study Circle (S.C.)

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Julian Gastronomy in Mitteleuropa

At the southern edge of the Julian area only two countries stand in front of each other, and both mostly in front of the Adriatic Sea: Slovenia and Italy, respectively with the cities of Koper and Trieste by the sea and Nova Gorica and Gorizia formerly a single municipality, then splitted in two reciprocally alien sectors 5 in the near up-country. (Years) after World War II the territories (e.g. so-called A zone and B zone) have been arbitrarily divided by US Forces, in many cases provoking the split of families, friendships, citizenships and labourships under different states: people, once felllow, now separated by a border, even standing a few meters away from each other. But it wouldn't have been possible, for such fellow, to diverge from the same roots: when the boundaries finally faded, the cultural continuousness resulted intact.. The present by then essentially only administrative since the entrance of Slovenia into the EU boundary extends along the italo-slovenian part of the Julian Alps. Communities on both sides -- in which bilingualism is widely spreaded show many sociological similarities, depending on the maritime or continental position. From a transboundary point of view the fact of a common gastronomy is often perceived as a trivial subject, in a inert as is approach, even by those who should see it as a business opportunity (tourism, food industry, politics).

2.2. Goals
The coexistence of educational and promotional objectives distinguishes S.C. compared to other educational methods. If the training objectives mostly involve the members of the S.C., within which they can evolve in accordance to the their needs and expectations, promotional targets transcend the S.C. itself to spread to the community, providing an additional stimulus for both the members and the "public" of the promotional activity, and also facilitating the institutionalization of the method of S.C..
5) Similarly to Berlin Gorizia/Nova Gorica has (have) been divided not just into two parts but these parts represented for a long time two politically and economically rival systems, with the NATO on one side and the Communist Block on the other.

Davide Cappelli

The Study Circle (S.C.)

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Julian Gastronomy in Mitteleuropa

Both in the educational and promotional objectives the organizational and mediative role of the mentor is crucial.

2.2.1. Educational Goals

Rather than the "what", 6 which is directly related to the training topics, it would be worthwhile to discuss the "how" we could face them, which could have even more educational effects: The recovery of reference materials and data, including historical ones, may reconcile many people with an excuse as basic as powerful as the pleasure for food to reading and self-education in general; The dialogue with industry experts could also include or just stimulate to prove in practice the preparation of food, maybe even in their original versions (or in their local declinations). Exposure to the lists of ingredients could already include or just stimulate an approach to foreign languages (i.e. gulaschsuppe, goulash, gul).

2.2.2. Promotional Goals

Maybe the personal longtime experience in digital publishing affects my perspective but the idea would be to work on differents media and times..
6) Potential bibliographic sources (in italian or english): Bogataj, Janez. 2007. Taste Slovenia. Darila Rokus d.o.o./Rokus G National Geographic. Bogataj, Janez & Brigdale, M.. 2009. The Food and Cooking of Slovenia: Traditions, Ingredients, Tastes, Techniques, Over 60 Classic Recipes. Anness Publishing. Mennel, Stephen et al.. 2005. Culinary Cultures of Europe: Identity Diversity And Dialogue. Council of Europe. Nelson. K. Shaw. 2004. Cuisines of Alps: Recipes, Drinks and Lore from France, Switzerland, Liechtenstein, Italy, Germany, Austria and Slovenia. Hippocrene Books. Polvay, Marina. 1992. All Along the Danube: Recipes from Germany, Austria, Czechoslovakia, Yugoslavia, Hungary, Romania, and Bulgaria. Hippocrene Books. Rowe, Silvena & Lovekin, Jonathan. 2007. The Eastern and Central European Kitchen: Contemporary & Classic Recipes. Interlink Books. Russian, A. L. & R. Zottar. 2012. La cucina mitteleuropea a Gorizia. Atti del Convegno nazionale (Gorizia, 24 settembre 2011). Societ Filologica Friulana. Sidali, Katia Laura et al.. 2011. Food, Agri-Culture and Tourism: Linking Local Gastronomy and Rural Tourism: Interdisciplinary Perspectives. Springer. Wechsberg, Joseph. 1968. The Cooking of Vienna's Empire. Time Life Books.

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The Study Circle (S.C.)

david.cappelli@gmail.com

Julian Gastronomy in Mitteleuropa

..by developing a website/blog (on free platforms such as Wordpress) to publish the results of research on any specific food (for visibility in the search engines) and advertise about any public event. Essential would be its internationalization (English, Italian and Slovene), as well as the (rich) presence of photographs. Co-promotion with similar websites and (more popular) blogs would be advantageous. ..by organizing a demonstrative event (where it could be possible to eat) at local venues both agritourisms (et similia), because of their familial trait and traditional restaurants and associations, but also other kinds of public places the Slovenian Theatre in Trieste, for example, would be a location indicated both by a technical point of view and for the broader visibility. ..by elaborating a book at first for free distribution as ebook, then eventually sold as hardcopy with the research results. The material results of such activities the book, the website, the social influence of the participants in their social network hopefully could provide suggestions for local businesses and, most of all, a base of data on which to rely when considering professionally the setting of a leisure package.

2.2.3. Target Group

Since the gastronomic topics lately gained more and more attention from a (transverse) variety of people it's more feasible to indentify different profiles of wannabe member of a group, among which, for example.. Superstructural Profile This profile of a subject potentially interested in joining a gastronomic S.C. is more aroused by a cultural approach to local food culture with the inherent opportunity of being acknowledged by his or her peers than by the pleasure of eating itself. Therefore we should focus on these possible motivations, centering the information about the S.C. and then the S.C. itself on its most "cultural" elements.
Davide Cappelli The Study Circle (S.C.) Pag. 5

Julian Gastronomy in Mitteleuropa

Such information could be conveyed through (digital) social networks, as well as by leaving explanatory brochures in relevant venues (restaurants, wine bars, gastronomic fevents, etc..). Structural Profile This kind of potential member, however, may be more attracted by the prospect of combining his or her passion for the (good) food with a greater awareness, perhaps even economic(al), of its origins, history, etc... In this case we should overexpose the S.C.'s opportunity to let members discover new recipes and re-discover old ones as well as to know the precise geographical localization (for leisure tourism). Information about the S.C. could be conveyed by depositing brochures in selected shops in the area, as well as by involving local restaurateurs.

2.3. Organizational Aspects

The S.C. as adult learning approach is quite new on this side of the area (Italy). Nonetheless luckily I found a lot of resources, especially on the funds issue, that helped me untagle the sustainability of my project.

2.3.1. Evaluation
The evaluation although I prefer the more dynamic sense offered by a term such as "review" , more or less formal, functions as a feedback of the evolution of the activities both for the mentor/tutor and, most of all I would say , for each person in an individual or group context , in every kind of learning initiative. Initial Stage In this stage, considering a gastronomic S.C., it would be better to focus, rather than on former skills, on the expectations or the needs of the participants (according to a previous selection based on their profile: e.g. Superstructural and Structural profile). Development Stage In this stage, starting both from the constant monitoring (functional participation, spontaneous contributions, etc.) and the documental collection (attendance at meetings, educational
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The Study Circle (S.C.) david.cappelli@gmail.com

Julian Gastronomy in Mitteleuropa

materials, feedback about the homework, etc.), we could focus on the management of the group and on identifying and anticipating changes both in internal and external group objectives. Final Stage This stage could be divided in two concurrent tasks: on the one hand the more static one, about achieving current educational S.C. Goals, and on the other hand the more dynamic one, dedicated to promotional goals. In the latter we would have the continuation and possibly a further customization of the methodology used within the development of the S.C., in a context of an even longer lifecycle, that could trigger new initiatives of the group, as well as refine the tactis for the specific established kind of S.C.. Whether the attendance recording and analysis or the taking of minutes or the final report are in my opinion not only an application of a quantitative methodology necessary for the operation of S.C. and its effectiveness as a recognizable training approach but also a way to favor the participation of members beyond the informality of the format. Nevertheless if they perceive themselves complying to an acknowledged plan it will likely play an individual/collective reinforcement to actively keep on attending the S.C.. Likewise, the existence of specific requirements to be met, from signing the attendance sheet to being still undergo a series of assessments (initial, ongoing, final), on the one hand stimulates a serious and fair participation, also in respect of the other members, and on the other hand prevents from misalignment (absences, homework not done, etc.) in the individual learning progress within the group.

Davide Cappelli

The Study Circle (S.C.)

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2.3.2. Planning
Given as format for the lifecycle of a single S.C. a block of 40 hours, this could be scheduled as suggested below:
Meeting 1# 2# 3# 4# 5# 6# 7# 8# 9# 10# 11# 12# 13# 14# 15#
(travel)

Duration (hrs)

Content
Opening Event Selection and Start Up Schedule Discussion Discussion Meet up with the experts Discussion (Meet Up) Homework Assignment Meet up with the experts Discussion (Meet Up) Discussion Homework Assignment Homework Review Goals Review Closing Event

Location
Public Venue (Caf) Training Center Training Center Training Center Training Center Agritourism / Restaurant Training Center Training Center Food Association Training Center Training Center Training Center Training Center Training Center Public Venue

hrs
1 2 2 3 3 5 3 3 5 3 3 2 2 2 1

40

Table 1 - Proposed schedule for the Study Circle Julian Gastronomy in Mitteleuropa

Two (brief) public events could be scheduled at the beginning and at the end of the S.C.. The first one serves to promote the participation to the S.C. whereas the latter to promote its contents and achievements. (At least) two hands-on events With the Meet up with the experts the S.C. group leaves the discussion in the classroom for a training-onthe-job stage, crucial for such pragmatic kind of contents, which should be subsequently reviewed, also accordingly to the promotional goals of the S.C.. Homeworking Besides the frontal activity each member of the S.C. should have a share of individual work, such as writing down texts and design promotional materials to present in the closing event.
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7) Online publishing work, in this case, would be principally provided by the mentor/tutor: me.

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The Study Circle (S.C.)

david.cappelli@gmail.com

Julian Gastronomy in Mitteleuropa

For the most part the S.C. should be carried on in a more formal location instead, such as a training center facility. The ENFAP FVG branch in Triest, in which I work as a professional trainer, would be pretty appropriate.

2.3.3. Budgeting
Given the suggested amount of 1000 as a reference point, it should be considered as a bare initial budget, globally covering just a little more than the mentor/tutor's gross costs.
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Expense (gross) Mentor/Tutor's Pay (by hr) Spaces in the Training Center (by hr) (minimal) Officeing Spaces & Services (by hr) Educational Resources (Books) Educational Materials + Photocopies (per capita) Book Publishing (120 p.,114x172mm, b/w, 70 copies) Website Development (by hr) Travel Subsidy (per capita) Opening Event Budget Closing Event Budget

U.Amount
18,00 15,00 20,00 279,00 14,00 387,92 30,00 16,00 300,00 500,00

Q.ty Line Total

55 28 15 1 12 1 15 12 1 1 990,00 420,00 300,00 279,00 168,00 387,92 450,00 192,00 300,00 500,00 3.986,92 398,69

Raw Total Tolerance (10%) Total

4.385,61

Table 2 - Estimation of emerging expenses considering a 10% default tolerance error.

In a middle-term perspective (12-24 months) public funding such as the Grundtvig program 9 for adult learning or the Leonardo da Vinci program 10 for vocational training (for the S.C.'s elements with economical/occupational
8) By the assumption that the mentor/tutor's work exceeds the provided 40 hrs of frontal activity with the group , reaching up to 45-55 hrs, 1000 before taxes roughly means, at least in italy, 600-650 after taxes, that correspond to 12-13 net perhour . 9) The Grundtvig programme focuses on the teaching and study needs of learners taking adult education and alternative education courses, as well as the organisations delivering these services. It aims to help develop the adult education sector, as well as enable more people to undertake learning experiences, notably in other European countries. (cit. EU Lifelong Learning Programme website: http://ec.europa.eu/education/lifelong-learning-programme/grundtvig_en.htm). 10) The Leonardo da Vinci Programme funds practical projects in the field of vocational education and training. Initiatives range from those giving individuals work-related training abroad to largescale co-operation efforts.. (cit. EU Lifelong Learning Programme website: http://ec.europa.eu/ education/lifelong-learning-programme/ldv_en.htm). Under this program associations such as Eda Edu (http://www.edaedu.eu) and EARLALL (http://www.earlall.eu) developed a lot of S.C. projects.

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repercussions) would be a suitable source; for the same reason also ESF funding would be appropriate, though only in a short/middle-term perspective (6-18 months). If not one of the aforesaid options would be available and considering an estimation of the expenses exceeding 4.000 , 3.000 over the (virtually) provided budget two ways would remain before recurring to auto-taxation: A joint-venture with some local association many of them regularly get funded by the Municipal, Provincial and/or the Regional Council that shares similar interests, proposed as opportunity for further public credibility (mutual accreditation). Advertising spaces (in the book, during the sessions or the events, etc.) could be sold to targeted businesses to (easily) fill up the imbalance between initial budget and the extimated expenses amount, summed up with these additional ad selling costs.

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The Study Circle (S.C.)

david.cappelli@gmail.com

Julian Gastronomy in Mitteleuropa

3. Conclusions
Much curiosity arouses me about this self-improvement method, though I must admit I'm pretty much more interested in testing its potential in a totally different context too: the organization. Then again perhaps because I'm accustomed to frontal activity the opportunity to transcend the traditional mostly one way training format is very attractive, as well as the possibility to calmly watch individuals without the pressure of constantly keeping the audience attentive and receptive. The S.C. training sessions, especially the two days in Tolmin, offered me many ideas first of all what I called subliminality in class management I got impatient to try. Hopefully an easy topic as the which I chose could give me the opportunity to focus on the technique rather than on the subject as unfortunately I am asked, and supposed, to do..

Davide Cappelli

Conclusions

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