How is it different? What is meant by articulation?

Many groups of teachers around the world currently use CD to get further with their thinking (see Edge 2002). Why is this way of talking successful for these groups? Speakers almost always say that they feel particularly well listened to, supported and that an idea has been given room to grow. In addition to this extra space, there are reports that the intellectual and interactional effort feels concentrated in one direction (i.e. where the Speaker is going).

It might be helpful to consider an analogy here. Apparently when geese fly in a 'V' formation, they do do because when each bird flaps its wings, it creates an uplift for the bird immediately following. The flock can fly 70% further than the range of a solo bird. Evidence from various individuals and groups suggests that Understanders' attention and concentration creates space and energy for a process of heightened articulation. Taylor provides an insightful definition of articulation which is helpful in getting a sense of this particular form of exploratory talk:

Articulations are not simply descriptions . . . articulations are attempts to formulate what is initially inchoate, or confused, or badly formulated. But this kind of formulation, or reformulation does not leave its object unchanged. To give a certain articulation is to shape our sense of what we desire or what we hold important in a certain way.
(1985: 36)

The sense of becoming, ideas emerging and taking shape is what is important about articulation in this definition. Speaking out ideas has the potential to change them and change the way we feel about them. Whether we use the term articulation, formulation or argument, it is important to recognise that CD creates a supportive discourse where ideas can take better shape and grow. The articulation that emerges may well be the basis for further action and moving the Speaker in an interesting direction.