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CONSENSUS EDUCATION PACKET CONSENSUS EDUCATION PACKET
A publication of
Resources for Organizing and Social Change
161 Stovepipe Alley
Monroe, ME 04951
(207) 525-7776
invert@acadia.net.
(Written in 1978, republished and slightly updated in 2005) Table of Contents
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Table of Contents
PREFACE.............................................................................................................................................. 3
I. WHAT IS CONSENSUS?................................................................................................................... 4
Description and set of rules.............................................................................................................................. 4
The Consensus Process in Use....................................................................................................................... 5
The Roots of Consensus.................................................................................................................................. 7
II. OBJECTIONS................................................................................................................................. 10
Blocking consensus--the power to object explained...................................................................................... 10
Meeting objections..........................................................................................................................................12
The Attitude of Consensus -- Thinking loosely, clearly and concretely,.........................................................14
III. MACRO-CONSENSUS.................................................................................................................. 18
Macro-consensus--explanation of how it works..............................................................................................18
A Model For Macro-Consensus Processes.................................................................................................... 20
The art of public spoking - representation in a macro-structure.....................................................................22
IV. HOW TO USE THE PROCESS..................................................................................................... 26
Dynamics of consensus--some suggestions for using the process............................................................... 26
Quick decision-making--using the process under pressure........................................................................... 28
V. AFFINITY: CHOOSING TO WORK TOGETHER........................................................................... 31
VI. GROUP PROCESS........................................................................................................................ 33
Group process--general information...............................................................................................................33
Consensus and majority rule.......................................................................................................................... 34
Fall-backs: an alternative to degeneration..................................................................................................... 36
VII. MEMBERSHIP.............................................................................................................................. 40
VIII. IDEALS OF NON-VIOLENCE...................................................................................................... 42
IX. COMMON PROCESS PROBLEMS............................................................................................... 43
Things commonly done that shouldn't be done.............................................................................................. 43
Things not done much which should be done more often :............................................................................44
X. RECOMMENDED READING.......................................................................................................... 45
ROSC
Consensus Education Packet
1978, 2005 Preface
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Preface
The Consensus Education Packet was written in 1978 as a way to help anti-nuclear groups work together and
make decisions more effectively. It was an outgrowth of the Clamshell Alliance, but it is useful for any small
group. It was originally published in mimeograph form and scanned onto a computer file in 2005. If you find
any typos, please let us know.
The author of this packet does not use a name, but can be reached at novaland10@hotmail.com The
Consensus Education Packet is not copyrighted. People are free to reprint any and all sections (either the
complete text of a section, or an abridged version), and they are free to make stylistic alterations for purposes
of clarity if they desire, but they should not alter the content (i.e. significantly change the meaning of the
passages they are reprinting) without checking first and getting permission. If you would like to reprint any
part, you are free to do so; please attribute it to Resources for Organizing and Social Change, 161
Stovepipe Alley, Monroe, ME 04951, (207) 525-7776, invert@acadia.net.
ROSC
Consensus Education Packet
1978, 2005 I. What is Consensus?
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I. What is Consensus?
Consensus evolved from the meeting process of the Religious Society of Friends (Quakers). It is an attempt to
relate as a group in a non-violent way. Successful use of a consensus process depends on people
understanding the idea and wanting to use it.
Although this booklet is at attempt to set down some of the ideas of consensus in concrete terms, consensus
has always been more an attitude than a set of rules. There are many possible ways to run meetings in
accordance with these ideals and attitude, just as there are many different possible majority rule processes.
However, it is not very practical to operate by more than one set of rules at a time.
The consensus process differs from most other group processes in that it is a group effort to determine truth
rather than a contest between opposing sides. It is marked by its problem-solving nature--the constant aim
when differences arise to find a "third way" that all parties find genuinely uniting. This is appropriate, because
the consensus process itself grew as a "third way" out of the dilemma of how to work as a group without
surrendering either to authoritarian control or to individualistic anarchy.
The two ideals that form the cornerstones of consensus are:
(1) that each person has a capacity for understanding truth directly rather than having other people tell
them or decide for them; and
(2) that truth is not fixed, but constantly emerging and evolving, and that truth is not the sole property of
any single individual or group.
From these two central ideals, a number of other important ideals flow, including: non-violence; community;
equality; simplicity (which includes dedication to truth); and realism. These are dealt with more under Roots of
Consensus below.
Under consensus, the group takes no action that is not consented to by all members. Members speak for
themselves, out of their own experience. Each member also recognizes that acts affecting others or involving
others are a group rather than individual responsibility, and shares those decisions with the others involved.
A fundamental right of consensus is for all persons to be able to express themselves in their own words and of
their own will; a fundamental responsibility of consensus is to assure others of their right to speak and be
heard.
Description and set of rules
1. A concern may be raised by any member. The problem/situation is discussed, and the group seeks
together for clearness about what the issues involved are, what the needs of group members are, and
what needs to be done. Part of this discussion should be to bring out the present position or course of
action of the group relating to this.
2. From this discussion, it is hoped that some unifying theme or sense of the meeting will begin to
emerge. Any member can express what they think they hear coming out of the discussion (including
that they hear no basic agreement coming out yet.) This takes the place of formal motions or
proposals.
3. There is no voting. After adequate discussion, if a sense of the meeting is emerging, someone can
attempt to put it into words. If there are no strong objections to what the person has said, it can be
ROSC
Consensus Education Packet
1978, 2005 I. What is Consensus?
5
formally adopted by restating it clearly and writing it down. (If this is done after the meeting, the
wording should be checked at the start of the next meeting to make sure the way it is recorded is
acceptable.
4. The group respects the