A Classroom Revolution: Reflections on Harkness Learning and Teaching - PDF free download eBook

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  • Published: 15.01.2019
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Introduction

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...

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Details of A Classroom Revolution: Reflections on Harkness Learning and Teaching

Original Title
A Classroom Revolution: Reflections on Harkness Learning and Teaching
Edition Format
Hardcover
Number of Pages
228 pages
Book Language
English
Ebook Format
PDF, EPUB

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A Classroom Revolution: Reflections on Harkness Learning and Teaching

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Some brief overview of this book

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 ex 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).


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