A spot of surfing
April 24, 2011 10 Comments
Since IATEFL, it seems that much discussion has been provoked about the nature of what dogme is or is not. I, in the meantime, have been taking some well-deserved holiday. Yesterday, I was sitting on a sandy beach in Devon. The sea is such a tranquil place. There is something about the effortless meeting of land and water that gives me an immense sense of clarity.
Surfing into shore
At the time of scribbling some ideas down, I am watching a few surfers patiently waiting just behind the area in which waves break, what seems to be their zone. Between them is an obvious expert, no older or younger than the rest of them, but his expertise puts him in a league above the rest. His skill lies in his patience. While the others around him paddle furiously at the very sight of a wave, he sits, unmoved, waiting. Then, finally, after ten or fifteen minutes, the wave he has been waiting for finally arrives and he, the sea, and his surfboard sail towards the shore. Effortless, I think. The enjoyment he derives from the experience is clear from the satisfied smile on his face. I will return to our surfer later.
I avoided giving a clear definition of what I thought dogme is at IATEFL. Thus, anyone who came along hoping for this would have left empty handed. While preparing for the speech, the thought had crossed my mind and I was intending to try to define what it means to me in the talk. As it happens, I decided against it, mainly because I did not think I was in the position to do so. It turns out that I did define what it means to me.
If asked now, I think I could give a rough definition of my interpretation of dogme, based on my experience with it in the classroom. While journeying though my thoughts in search of a definition, I found myself asking the same questions many others have posed: what is it? What is it not? How do I know if I am doing it? Do I not already do it?
In an attempt to explain the concept of dogme, I have come across Taoism, European cultural Imperialism, Anarchism, Humanism and even Eclecticism. Forgive me for my ignorance, but I find these terms difficult to unpack. So I will try my best to be as clear as possible when giving a definition
Curiosity
Is that enough?
I do not think that curiosity alone is enough. Dogme has been associated with impulse, instinct, and even winging it. So, already I am not satisfied with my definition. How I want to redefine it is by stating that it is not dictated by instinct or impulse, although the feeling of elation derived from ‘dogme moments’ may lead to such a conclusion. Instead, what I want to propose is that reflection is the driving force behind action and reaction in the dogme classroom.
Considering this, I would like to suggest a new definition
A conscious curiosity backed up by sound reflection on one’s practice
So, even if I had decided that a definition of dogme was not what I was intending to give, what I walked away with was exactly that.
Catching the wave
Now I want to come back to my surfer. In his mind’s conscious are all the experiences of the bad waves, the nothing waves, the not-quite-the-one waves. This is what gives him the insight to dig a little deeper, to wait a little longer, and anticipate that wave. There have been times when that wave hasn’t come, in which case he has paddled into shore.
“I ask what people did at the weekend, we talk about that sort of stuff, does that make me dogme?”
I am not sure.
Phatic communication passes us by like the powerless waves pass the surfer by. It paddles around, dipping a foot in the water, on the shoreline of curiosity. I do not think the surfer that catches these waves derives the same enjoyment and same zenith that as the expert.
I blogged the other day about how a conversation in the classroom about how tired we felt developed into a full-debate on the positives and negatives of living forever. In that conversation, I let many waves pass me by before I spotted the right wave to take us into shore. What guided me was not instinct but reflection, my conscious.
Defining dogme
So, now I will come back to that definition of dogme. Perhaps it is not the definition that eludes, more that the questions should be fitter for the purpose.





Dale, whatever else you are, you have a knack for thoughtful, articulate and easy to read blog posts!
I have to confess I to am wrestling with the notion of what dogme is to me, and am thinking of following in your footsteps in documenting a dogme experience with my own students, while also considering how I might not simply be copying you and putting my own spin on it. That’s what cover versions are about, yes?
Currently there are a few issues I’m thinking of about doing this, namely that my learners have to get through an exam (or we don’t get funding, though we may not get much in the way of funding in the future anyway, but that’s another matter), that there are usually 3-4 teachers on any of our full time classes. That is, I see my main group for 5 hours spread over 2 sessions in a week, and they have 9 hours with other teachers over 4 more sessions. Even if I were to dogme my lessons, the fact of managing this micro-environment as to what other teachers do would make it a little tricky to go ‘fully dogme’ with the other teachers. I’d love a bit of insight as to how you did what you did and am now rather kicking myself that I didn’t catch you at IATEFL!
Back to this post in particular, I love the metaphor you have drawn here.
Hi Mike.
I have a group of learners for 4 weeks before they move on to the next teacher, not the mention the afternoon and lunchtime classes they do, so I understand your concerns here. From what I’ve seen, as long as the people in your classroom understand what your style is and what your aims are, they are comfortable with it.
As for the other teachers, keeping a record of what you do in class is going to add extra time to your preparation, no doubt about it. But, if it’s detailed enough and documents how what happens in class relates to what the syllabus says, who can argue?
If you’ve taught the ESOL exam course before, I’m sure you’ll be pretty familiar with it. It’s just a case of balancing what they need to know with what the exam is testing. When I taught an exam class dogme, I always kept a list handy of what the exam tests. That way, if I needed to take a look at it, there was always time in the lesson to do so.
Let me know if you have any more questions. I know a guy who has used dogme with ESOL students in London. He might be good to chat to as well.
Dale
Thanks for the consult, Dale. I’d been thinking along those lines, so your affirmation is much appreciated. I had been thinking about writing up a syllabus as check list – a bit like a scorecard in fact (with, say, all the different texts that students might have to do in their exam) as suggested by Luke Meddings at his British Council talk. Then I could as the students at the end of each lesson if we had covered any of the things on the list, and how well we had done it. There’s also be space to add anything to the list that wasn’t already there, just in case we ended up writing any poetry or plays! Head’s buzzing!
An extra point, and something quite different from the context you describe in your comment, is that I have my learners (unless they are high-flyers, or have been put in the wrong level) for an academic year, so I could potentially chart how they get on with dogme over a longer period of time. Again, thanks for the reply!
Cracking, Dale – really what I think it is all about: catching the wave. But we need to know which wave to catch and how long to ride it – in t oshore and land elegantly on the beach, or backtrack after a short ride and get the next, or the next wave…..
Someone has asked me if dogme is a “black art”. What would you say?
Candy
Hey Candy,
Of course, you wouldn’t want to get dumped on the beach. The only acquisition there would be some sand in in your eyes. My experience has taught me that there’s no way of predicting how long to stay on the wave. What is appealing to some people at 9.30am in London is not to appealing to others at 4pm in Spain, or 8.30pm in South Korea.
As for a black art – just from how curious people seem to be about how to do a dogme lesson, it would certainly seem so. Do you think we have a dark sack full of ad-hoc tricks?
Dale
Thanks for this, Dale; teaching and surfing have interesting metaphorical relationships! The metaphor of wave-riding is not unique to Dogme ELT, interestingly, but also to management and self-organisation in general (unsuprising considering…) – see this interesting book by Harrison Owen, originator of Open Space Technology:
http://www.bkconnection.com/ProdDetails.asp?ID=9781576756171
As for Dogme being a Dark Art… well, maybe that would explain why I wear so much black?
And as Andrew Eldrich from Sisters of Mercy (a dark force in music if ever there was one…) once wrote in some liner notes:
“Now go catch your own wave, cause this one’s ours”
So there actually is a long tradition of subversive forces and surfing being related – something to do with the undertow?
This rocks, rocks, rocks !
Your words match the patient surfer… you’re not there to define, you’re there to enjoy.
Ironic cuz I just came back from a week of surf… wish I was that patient guy… I was doggy paddling after every single wave, and that’s how we all have to start. LOL.
Great post, Dale. Cheers, b
Hi Brad
Where did you go surfing? Surfing breaks and cycling tours of France. I must say, I’m jealous. I used to paddle after waves in Cornwall, but never really got past that stage sadly. Writing that post really made me think how the experience between the participants in the classroom is like a surfer riding that perfect wave. I guess it would applicable to other professions too. It just so happened that I was sitting on a beach at the time.
Thanks for the comment.
Dale
went surfing at Lacanau. Pretty awesome waves for a beginner. I’ve done a bit in Hawaii too. Hope 2 be back at it soon again… maybe i’ll cycle down there. LOL
Cornwall, huh? how are the waves?