A Classroom Revolution: Reflections on Harkness Learning and Teaching

by Thomas E. Hassan (Foreward), Jane S. Cadwell (Editor), Julie Quinn (Editor)

This is a collection of essays about the experiences of teachers and students on learning and teaching under the Harkness Method of Phillips Exeter Academy and beyond.

This is neither a prescriptive manual on how to conduct Harkness Discussions, nor is it strictly experiential. Harkness is an art, more than a science, and this collection of essays reflects the variety of experiences and methods of practitioners in a multitude of disciplines and roles.

Perhaps most sobering is the fact that in discussing Harkness, reference is made to much earlier writers who echoed similar advice in education. In other words, the essentials of quality education seem to be more universal than unique to a specific time or place. To the cries for 'new' "21st Century Learning," Ralph Waldo Emerson retorts in his 1883 book "Education": "I believe that our own experience dictates that the secret of education lies in respecting the pupil."

"The Teacher is 'a partner in learning, a subtle combination of questioner, inspiration, scholar and colleague" (p 15). Laurence Murray Crosbie, author of "The Phillips Exeter Academy: a History," explains that Exeter Principal Benjamin Abbot "believed that the student should bear the laboring oar...the student must prepare the lesson; the student, not the instructor, must answer the questions" (p 14).

Genres: Education

228 pages, Hardcover

Published May 1, 2015

Reviews

[Gwilym Davies · Rating 2 out of 5]

I recently attended a conference on Harkness teaching at Wellington College, I work for an organization that is committed to teaching a substantial part of its curriculum through round-table discussions of 8-10 members, and I'm persuaded that I've lots to learn from Phillips Exeter Academy. This is why I was excited to read this book, and why I was ultimately quite disappointed by it. If you want to know what this book is about, focus on the subtitle rather than the title - it's a series of short reflections from a whole gamut of Harkness practitioners, centering on their experience of "sitting at the Harkness table." The trouble is that that means that the whole book reads like a forward to a an Introduction to Harkness Teaching - everyone has given their conversion story, each of them has shared a choice anecdote, many of them have given the same quote from Edward Harkness, each has spoken of the 'table' (usually in appropriately hushed tones) - everyone is clear that Harkness is a very good idea. But apart from the table, there's precious little practical wisdom on what Harkness teaching means. A couple of the chapters have some useful pointers on running a Harkness class, and a couple of others have some thoughts on shaping a curriculum. There are one or two good entries on the educational philosophy behind Harkness (and one or two pretty poor attempts at the same task). The better chapters have largely been written by the science and maths teachers - who see the need to explain what they actually do in their lessons. But overall, it's a book that is high on enthusiasm, high on cliche (which is remarkable really - I didn't think I knew enough about Harkness teaching to spot a Harkness cliche... until I'd read about three chapters of this book), low on anything that looks like advice.

Probably, that's because my expectations were all wrong. The opening line of the book warned me that this wasn't going to be a Harkness how-to. It's only my fault that I didn't listen. But it's still frustrating because, with a few qualifications and with the exception of the narcissistic post-modernism that crept into some of the chapters, I'm basically sold. I want to learn. So I'm off to the Phillips Exeter website to see if there's anyone there who wants to teach me. Or help me teach myself. Or whatever.

[Navin Valrani · Rating 3 out of 5]

The book started well by getting into the history behind Harkness and the gift but did get quite repetitive in explaining the philosophy behind the pedagogy through the vantage point of different Exeter teachers. I did however find the last few chapters interesting as it spoke about the Harkness experience outside of Exeter and highlighted some of the challenges in implementing it across a school.

[Cappy · Rating 3 out of 5]

An excellent touchstone for those who have come into contact with Harkness. You'll enjoy it if you are a true believer.

[Brian · Rating 5 out of 5]

"A Classroom Revolution: Reflections on Harkness Learning and Teaching" is a quixotic book that presents more questions than answers. It is a collection of essays about the Harkness method of teaching at Phillips Exeter Academy, written by teachers, students administrators and outside observers.

As a teacher myself, I've always wondered about various trade-offs:
- Breadth vs. Depth
- Vital vs. Expendable
- Controlling discussion vs. Letting go
- Content vs. Skills
- Assessment: Participation vs. Writing vs. Tests

What I love most about Harkness is that it isn't a prescribed, step-by-step method, but a general approach that each teacher must adapt to fit their own personality and students. It is about listening and constantly adjusting. It is about HUGE preparation in choosing appropriate texts for the students to read in anticipation of the student discussions. It is about accepting that in the end, teaching and learning is about candid interactions between students and teachers. It is about the imminently contrived process of grading, may it at least be transparent and predictable. It is about constantly learning, questioning and re-evaluating.

At its core, Harkness is about mutual respect, hard work and humility by all in the classroom, especially the teacher. As in life, often the most important moments in education are not about finding the "right" answer, but having meaningful, authentic conversations about important ideas.

I look forward to the day when this book is available for purchase beyond the campus bookstore of Exeter Academy.