Harkness learning: principles of a radical American pedagogy

2.50
Hdl Handle:
http://hdl.handle.net/10547/335887
Title:
Harkness learning: principles of a radical American pedagogy
Authors:
Williams, Guy, J.
Abstract:
This paper investigates and argues for Harkness learning: an approach to education that inculcates a culture of enquiry, driven by students in dialogue around a table. Tracing the history of the Harkness reforms in education at Phillips Exeter Academy, their pedagogical and philosophical roots are considered. Although partly inspired by the Oxford tutorial system and the Socratic concept of dialogue, Harkness departs from there to a radical classroom dynamic. The teacher is required to be more open-minded and less controlling over outcomes, to take the risk of listening more and saying less. This shift in emphasis fits with a distinctly American philosophical respect for the sanctity of the free thought and originality of the individual, which here is traced to Transcendentalist ideals that have permeated American culture. It can also be compared with Problem-Based Learning and there are certain significant overlaps between these pedagogies. However, Harkness is sometimes narrowly misunderstood as a technique for teaching, which takes the approach out of context. It needs to be understood in the broad frame of cultural reform of an institution – it is a useful symbol for a community committed to student discourse and problem solving. In this respect, Harkness owes a further debt to pragmatism – another great American philosophical-educational tradition.
Affiliation:
Wellington College
Citation:
Williams, G.J. (2014) 'Harkness learning: principles of a radical American pedagogy' Journal of pedagogic development 4(3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2014
URI:
http://hdl.handle.net/10547/335887
Additional Links:
http://www.beds.ac.uk/jpd/volume-4-issue-3/harkness-learning-principles-of-a-radical-american-pedagogy
Type:
Article
Language:
en
Series/Report no.:
Volume 4; Issue 3
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorWilliams, Guy, J.en
dc.date.accessioned2014-11-20T12:34:09Z-
dc.date.available2014-11-20T12:34:09Z-
dc.date.issued2014-11-
dc.identifier.citationWilliams, G.J. (2014) 'Harkness learning: principles of a radical American pedagogy' Journal of pedagogic development 4(3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335887-
dc.description.abstractThis paper investigates and argues for Harkness learning: an approach to education that inculcates a culture of enquiry, driven by students in dialogue around a table. Tracing the history of the Harkness reforms in education at Phillips Exeter Academy, their pedagogical and philosophical roots are considered. Although partly inspired by the Oxford tutorial system and the Socratic concept of dialogue, Harkness departs from there to a radical classroom dynamic. The teacher is required to be more open-minded and less controlling over outcomes, to take the risk of listening more and saying less. This shift in emphasis fits with a distinctly American philosophical respect for the sanctity of the free thought and originality of the individual, which here is traced to Transcendentalist ideals that have permeated American culture. It can also be compared with Problem-Based Learning and there are certain significant overlaps between these pedagogies. However, Harkness is sometimes narrowly misunderstood as a technique for teaching, which takes the approach out of context. It needs to be understood in the broad frame of cultural reform of an institution – it is a useful symbol for a community committed to student discourse and problem solving. In this respect, Harkness owes a further debt to pragmatism – another great American philosophical-educational tradition.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 4en
dc.relation.ispartofseriesIssue 3en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-4-issue-3/harkness-learning-principles-of-a-radical-american-pedagogyen
dc.subjectHarknessen
dc.subjectpedagogyen
dc.subjectdialogueen
dc.subjectpragmatismen
dc.subjectSocratic dialogueen
dc.subjectlearningen
dc.subjectAmericanen
dc.subjecteducationen
dc.subjectproblem-based learningen
dc.titleHarkness learning: principles of a radical American pedagogyen
dc.typeArticleen
dc.contributor.departmentWellington Collegeen
dc.identifier.journalJournal of pedagogic developmenten
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