Why a tutorial is like Weightwatchers

Seeing an obituary of Jean Nidetch, the founder of Weightwatchers, reminded me of an Open University student whom I interviewed some years ago about her experience of study. She greatly valued contact with other students, but not for the reasons one might suppose, because she compared her tutorials to Weightwatchers meetings;

You come home with a little book every week, and it tells you, ... “this is what we’re concentrating on this week, and this is how to do it, and this is what we’re going to help you with, and don’t let people distract you, and da, da, da. ... Don’t let people try and make you eat cakes. Tell people that you’re doing this.” Like, “I’m studying, please don’t come in. I need this hour, it’s,” you know.... People need sort of chivvying, … they need a bit of support. And, er, WeightWatchers is very good at that. Very good at that.... That’s why you go to WeightWatchers once a week, so that w–, apart from the ritual humiliation of being weighed. Um. But you go, and there’s other people there, and you all chat in a queue and, you know, ... all girls together, or whatever it may be, which is similar to the tutorials.... In part the reason you go along is the moral support of seeing everyone else looking so depressed about the [next assignment]. Or whatever.

I think of this student whenever I hear colleagues getting pretentious about the importance of contact between students for collaborative knowledge construction. Weightwatchers meetings are not intended for collaborative knowledge construction, or even for sharing information, because the basic principle of dieting is brutally simple – you just eat fewer calories – and all the details of the proprietary system for calorie-counting and meal planning are contained in a handbook which comes with WeightWatchers membership. For this student, the most important aspect of her meetings was the group identity (“all girls together”) and the moral authority which it gave to resist social pressures.

So though students may share information with each other and may build knowledge collaboratively, it’s not necessarily the only or the most important aspect of their relationship with each other. Nor is their sense of community, if they develop one, necessarily founded on shared goals; more powerful may be “the ritual humiliation”, “seeing everyone else looking so depressed about the [next assignment]”. As Ursula Le Guin wrote many years ago: “brotherhood begins in shared pain.”