Alison King wrote an article in 1993 called From The Sage On The Stage To The Guide On The Side. Writing for the journal College Teaching, she made the following points.
The sage on the stage approach involves the teacher being the central and sometimes charismatic figure. They then transmit knowledge to the students who passively receive it.
The guide on the side approach involves the student actively gathering knowledge through exploration. The teacher’s role is to offer support and guidance to help them to develop and reach their goals.
There are, of course, merits in each approach. Sometimes it can be inspiring to listen to the equivalent of a sage on the stage. They can share ideas and insights that help us to achieve our goals.
Sometimes we may need a more customised approach. This can be the case as we get older, develop our ideas and face specific challenges. It can then be helpful to have somebody who acts as a guide on the side.
Some trusted advisors may combine elements of both approaches. They have lots of knowledge to share but they pass it on in a way that recognises a person’s situation and helps them achieve their goals.
Different guides follow this approach in different ways. Whichever route they take, however, they may focus on the following themes.
They stand alongside and support the
person who wants to achieve certain goals
Such a guide will do the equivalent of standing alongside – or sitting alongside – the person to show their support and see the world from their point of view.
They may start by creating an environment in which the person feels at ease. They may then aim: a) to find out more about the person’s specific situation; b) to clarify the topics the person wants to explore.
They sometimes want to get a fuller picture of the person’s situation. This can help to see things in perspective before moving on to the next step.
They look together with the person
and clarify their specific goals
Such guides will aim to stand beside the person and look together at the person’s specific goals. They may then begin to navigate the possible ways forward. Different guides will do this this in different ways.
Some may take the following approach. Bearing in mind the first topic the person wants to explore, they may aim:
To clarify the real results the person wants to achieve;
To clarify the possible ways forward – together with the pluses and minuses of each option;
To clarify the option – or combination of options – the person finds most attractive.
Such a guide may encourage the person to begin by sharing their own ideas. They may invite the person to focus on their own strengths and, for example, describe when they have tackled a similar situation successfully.
Imagine that a person has explored their own view of the possible ways forward. The guide may then move on to the next stage.
They, when appropriate, pass on knowledge
the person can use to achieve their goals
Such guides may then consider what ideas they can share to help a person to achieve their goals. Focusing on the topic the person is exploring, they may ask themselves the following questions.
What are the real results the person wants to achieve? What are the possible ways forward that they have explored? Are there any other potential creative solutions I can share?
What are the positive models and practical tools I can share? What are the strategies most likely to achieve success? How can I pass on this knowledge in a way that the person can use to achieve their goals?
Such guides aim to share knowledge that the person can use to navigate the way forwards. Before doing so, however, they ask the person:
“Is it okay to share some ideas?”
The person will probably say ‘Yes,’ but it is important to get their psychological permission. The guide will then aim to share ideas in a way that resonates with the person.
Such guides aim to give the person an overview of the potential ways forwards. They believe in helping a person to add to their way power – their repertoire of options for achieving their goals.
Imagine that a guide has passed on ideas. When appropriate, they will invite the person to choose their own way forwards. They may then help them to clarify a specific action plan for achieving their picture of success.
There are many ways to pass on knowledge. Sometimes this can involve following aspects of the sage on the stage approach. Sometimes it can also be appropriate to act as a guide on the side.
Let’s return to your own life and work. Looking ahead, can you think of a situation where you may want to follow elements of this approach? How can you do this in your own way?
If you wish, try tackling the exercise on this theme. This invites you to complete the following sentences.
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