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Different Opinions Dialogue

Mon, 10 Jun 2024 00:00:00 +0000

Introduced by Katalin Hankovszky

In times of debate and division, this dialogue format is a true treasure to experience. Lily Deforce and her colleagues at Ilfaro embraced an initiative that brings people together around significant, yet divisive, questions. With their solution-focused approach, they designed the “Different Opinions Dialogue,” a structured process allowing any two people to listen deeply to each other and understand one another’s perspectives. In less than an hour, a truly enriching experience unfolds. The purpose of these dialogues is to enter a mode of listening and discovery—not to convince someone with opposing views or resolve a conflict. The structure is beautifully simple:

Pair Up Mismatches: Find pairs of individuals who respond differently to “yes or no” statements.
Engage for 45 Minutes: Spend time together interviewing each other in turns.

One person takes 15 minutes to explore their own thoughts on the topic. This invitation to speak freely encourages reflection, with the listener focusing intently on understanding.

Suggested questions bring depth to the conversation:

What led you to answer yes or no?
Why is this topic important for you?
What are the first things that you would you like to see change?
What are you hoping for?
What difference would that make for you? For others?

The following 5 minutes are for giving back, what the listener heard:

Do I summarise your point of view well as follows….?
Do I understand correctly that it is important for you that ….?
I am with you on ….

The roles then switch, with the second person receiving the same opportunity to reflect and be heard. The final 5 minutes are reserved for feedback on the conversation as a whole:

“What I learned from this conversation…”
“What surprised me…”
“What I appreciated about how we conducted this conversation…”

Lilly Deforce on the dialogue’s impact:

“What is surprising is that when we talk about what we truly long to see in the world, the broader perspective, we all ultimately want the same thing. It’s in responding to ‘What are you hoping to see in the long run?’ where the overlap appears, and people are often amazed by this shared vision.”

In this recording, you’ll gain insights into the creation of the Different Opinions Dialogue, an introduction to the process, and reactions from people who recently tried it. As a bonus, you’ll hear examples of how Lily and Vonneke currently use the format within organisations.

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Soundcloud photo from Unsplash+

SFiO - Solution Focus in Organisations · Different Opinions Dialogue

Four Philosophical Insights that make a Difference in SF

Tue, 24 Mar 2026 00:00:00 +0000

Anton Stellamans & Mark McKergow

Introduction by Mark McKergow

This talk is vitally important in taking a more detailed and inclusive view of Solution Focused (SF) practice. While some are content to insist that there is no theory in SF, this is not a view which will help us expands and develop the field and engage with academics and thinkers from other fields.

Anton Stellamans is perhaps the best guide to this subtle territory. His background in philosophy sits easily and confidently with his decades of learning and practice in the SF world. During this recording from SF24 in 2026, he skilfully unpacks some of the philosophical underpinnings of SF work. The question is not whether there is any theory (there must be), but what kind of theory we might find useful.

Anton gives a ‘tour of the philosophy department’, stopping at different places (ethics, ontology, anthropology, language) where we might find illumination and inspiration. Anton effortlessly draws on quotes and writings from Steve de Shazer, Eve Lipchik and other leading names from the SF world, and connects them with philosophers both familiar and less familiar. He has a particular regard for Emmanuel Levinas and his incisive thinking about ethics.

What particularly strikes me watching this talk is the importance of flux, the challenge of continuous change as a starting point. When I joined the SF community over thirty years ago these ideas were peripheral, if visible at all. Now Anton presents them as crucial.

This is a stunning contribution to the SFiO InterAction Collection and to the wider community of thoughtful and engaged Solution Focused practitioners and researchers.

Download the slides below

The Presentation

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SFiO - Solution Focus in Organisations · Anton Stellamans - Four Philosophical Insights that make a Difference in SF

First Peoples Principles of Learning

Sun, 30 Jun 2024 00:00:00 +0000

Annie Bordeleau

Synopsis

In this Open Space session, the group explored the British Columbia First Nations Principles of Learning to discover just how deeply intertwined they are with the Solution Focus (SF) approach and our efforts to create a more sustainable world. These Principles are shown below:

Exploring the Principles

Here we explore the Principles in more depth from two perspectives - sustainability and Solution Focus. We also suggest example questions the SF practitioner might ask.

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.

Sustainable perspective: By emphasising the well-being of self, family, community, land, spirits, and ancestors, learning fosters a multi-dimensional perspective that values not just economic growth but environmental stewardship and social welfare. This holistic view encourages practices that benefit all aspects of life and supports sustainable development goals, including social equity, economic stability, and environmental preservation.

SF perspective: SF emphasises the importance of seeing individuals in the context of their relationships and environments, aligning with the principle that learning is holistic, reflexive, reflective, experiential, and relational. This view reflects the SF belief that solutions are found through individual effort and within a network of relationships and community contexts.

SF challenge: How can we broaden the context we explore with our clients? Can we explore more multi-generational questions?

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, reciprocal relationships, and a sense of place).

Sustainable perspective: Learning that is holistic, reflexive, reflective, experiential, and relational places a strong emphasis on connectedness and reciprocal relationships. This approach nurtures a sense of belonging and responsibility towards one’s community and environment, fostering sustainable behaviors that consider the impacts of actions on current and future generations.

SF perspective: This reflects the SF belief that solutions are found not just through individual effort but within a network of relationships and community contexts.

SF challenge: How can we continue refining our interconnected way of exploring interactions and what happens between the noses?

Example:

Q: What is different?

A: ”My colleague calls me when he has a question.”

Q: How does he start the call?

A: “He connects with me in a friendly way.”

Q: And how do you respond?

A: “With an enthusiastic, ‘Hello, so happy you called!’”

Q: And how does your colleague respond to your enthusiasm?

A: “He probably feels a little surprised and says something like: “Yes, I have a few questions regarding the project. Do you have any time for me?” -

Q: And you say?…

Learning involves recognising the consequences of one’s actions.

Sustainable perspective: Recognising the consequences of one’s actions is fundamental to sustainability. This principle teaches that each decision can have far-reaching effects on the environment and society, thus encouraging more thoughtful and responsible choices that aim to minimise negative impacts.

SF perspective: SF practices focus on the future implications of present actions, similar to the principle that learning involves recognising the consequences of one’s actions.

SF challenge: How can we explore ‘preferred futures’ or use scaling questions to assess the potential outcomes of different choices?

Learning involves generational roles and responsibilities.

Sustainable perspective: Understanding generational roles and responsibilities helps to pass on traditional knowledge and sustainable practices. This understanding ensures that each generation contributes to the conservation and improvement of resources, preserving them for future use.

SF perspective: Solution Focus (SF) involves generational roles and responsibilities by acknowledging different generations’ unique contributions and insights to problem-solving contexts. By doing so, SF supports the transmission of knowledge and roles across generations, ensuring that interventions are relevant and grounded in the lived experiences of all participants.

SF challenge: How do we weave our learning into our experience? How do we tap into our generational wisdom to create better futures?

Learning recognises the role of indigenous knowledge.

Sustainable perspective: Indigenous knowledge systems often encompass sustainable practices honed over centuries and tailored to local environments and communities. Recognising the role of this knowledge not only helps preserve biodiversity and cultural diversity but also allows us to learn from proven sustainable practices.

SF perspective: SF recognises the value of diverse perspectives and knowledge systems, which correlates with the principles acknowledging the role of indigenous knowledge and generational roles. This recognition is particularly relevant in contexts where traditional knowledge systems provide a rich source of solutions and understanding.

SF challenge: How can we tune into our client’s traditional knowledge and wisdom?

Learning is embedded in memory, history, and story

Sustainable perspective: Embedding learning in memory, history, and story allows for the preservation and transmission of lessons learned from the past, including successes and failures in managing natural resources. This embedding can guide present and future actions towards more sustainable outcomes.

SF perspective: SF often uses the client’s narrative to shape solutions, which dovetails with the principle that learning is embedded in memory, history, and story. Stories are pivotal in SF practices as they help individuals and groups construct meaning and identify pathways to their goals.

SF challenge: We do this a lot already. How can we unlock more of our resourceful memories and stories that illuminate the path forward?

Learning involves patience and time.

Sustainable perspective: Sustainability is a long-term goal that requires patience and time. Learning that embraces these elements is likely to support gradual changes and improvements, avoiding the pitfalls of quick fixes that may lead to unsustainable outcomes.

SF perspective: SF acknowledges that change does not happen instantaneously but requires time and persistence, mirroring the principle that learning involves patience and time. Practitioners design SF interventions to foster gradual, sustainable change and development.

SF challenge: How do we bring patience and time to our conversations? What role does silence play in our interactions?

Learning requires exploration of one’s identity.

Sustainable perspective: By exploring one’s identity, individuals can develop a deeper understanding of their place within the community and the natural world, enhancing their commitment to sustainable practices that respect cultural and environmental contexts.

SF perspective: The principle that learning requires exploration of one’s identity is central to SF, which often involves exploring personal strengths and identities to leverage these to achieve goals.

SF challenge: How do we encourage individuals to envision their best selves and identify actions that align with this ideal? How do we best redefine their narratives in ways that highlight capabilities and resilience, fostering a more positive and dynamic identity?

Learning involves recognising that some knowledge is sacred and only shared with permission and/or in certain situations.

Sustainable perspective: Sacred Knowledge: Recognising that some knowledge is sacred and shared only under specific conditions helps protect sensitive information and cultural values. This respect for boundaries and contexts can prevent exploitation and promote sustainability through careful stewardship.

SF perspective: SF practices are sensitive to the contexts and cultures within which they operate, similar to the principle recognising that some knowledge is sacred and shared only with permission. This respect for the boundaries and ethics of knowledge sharing is integral to SF methods.

SF challenge: How do we recognise cultural differences and boundaries? How do we invite knowledge to be shared with permission and respect?

These connections highlight how SF complements and enriches these learning principles by providing a respectful, client-centred framework that aligns with the values embedded in these principles. This framework makes SF particularly useful in diverse and multicultural settings where honouring community wisdom, relational learning, and ethical considerations are paramount.

Thoughts from conversation

We can only act locally; sustainability means different things in different contexts.

Learning is creation, not consumption

Noticing and Listening

Creating space = our land;

Connecting to our land - to the complexity of our local reality = act

Weaving learning into the experience - knowing is static - learning is creating

History and ancestry - Self in relationship to the future