Faculty and Administration Hone Skills in Harkness Method of Teaching

MEMPHIS, TN (8/11/2008) -- Memphis Jewish High School (MJHS), the only school in Memphis to offer the Harkness Method of teaching, recently welcomed Ms. Becky Moore, Phillips Exeter Academy’s English Department chair, to Memphis to lead an In-Service training seminar for 1 ½ days at the school.

Dr. Beth McBride, head of school at MJHS, described the hands- on, interactive training as “an invaluable experience that will provide enormous benefits to our student body and parent body in the coming years.”

Harkness refers to a method of teaching that was developed in the 1930s at the Phillips Exeter Academy in New Hampshire. In a Harkness class, learning takes place through discussions around an oval “Harkness Table.” Sitting at the table, all members must question, contribute and contemplate in order to learn and succeed. All MJHS classes, just like at Exeter, from English to Algebra, from History to Chemistry are held around Harkness tables and use the Harkness method of learning.

Dr. Mark Cowett, dean of general studies at MJHS, answers the following question, Why the Harkness Method? “The Harkness Method goes beyond the mechanistic transmitting of information and experientially teaches students how to learn. It is a mistake for teachers to assume that students know how to learn. Learning requires a series of complex skills, such as the ability to analyze text, verbal and written articulation of questions and ideas, listening, critical thinking, dialogue and research, to name just a few. In most learning environments, faculty transmits information in bite-sized chunks where the students then repeat the information onto tests which no more than provides for the student the ability to ‘parrot.’ Students can be taught to repeat what they are told without having to actually understand what they are repeating. The implicit message of lecture instruction is one that ultimately disempowers students. By contrast, the Harkness class lessens students’ ability to simply ‘parrot’ information. As members of the learning group, students must engage with the class by asking questions and contributing their own thoughts. In general, Harkness teachers will minimize the amount of information and answers they give directly to their students. They give their students resources in which the information and ideas can be found, or at the very least, they will help their students locate the necessary resources. Because of this approach, students will experience the complex process of learning. Students at MJHS will have a greater sense of autonomy and empowerment knowing that they know how to learn. Students will have an increased ability to verbally articulate the questions and opinions in discussions. In addition, Harkness students will come away with the important understanding of the power and necessity of listening as well as the skills needed to be effective listeners,” stated Cowett.

Following the sessions, Becky Moore said she was “inspired by seeing the commitment, enthusiasm, and professionalism of the faculty of the Memphis Jewish High School and their ability to strive for making the in-classroom experience the most meaningful and productive for their students. Not only is Harkness a method of teaching; it is, in fact, a philosophy with its own specific culture.”

Andy Groveman, president of the Memphis Jewish High School, stated “What is most rewarding is that the students are not only learning in a new way, but in addition, the etiquette that our students bring to the ‘Harkness Table’ will be attributes which will carry them through the rest of their lives. Our students practice civility, they come prepared, they stay on topic, they learn to listen, as well as to speak, they address their classmates by name, they maintain eye contact, they write to learn, they acquire the ability to cite specific material and they remain seated unless there is an emergency. Our students also learn to sit up straight, listen, ask and answer, nod, and track the speaker.”


Aviezer Gellman, dean of Judaic studies at MJHS, added “The Sanhedrin – the supreme legal authority and interpreter of the Torah, was located in the “lishkat hagazit,” right in the Holy Temple precincts. The members of the Sanhedrin had to sit in a semi-circle. The main reason for this was so that in their deliberations each judge could see the faces of all other judges. In this way, the deliberations would be more faithful and to the point, with no biases, and every person would be equal in expressing an opinion. The manner of study and of discussion were very important to our Sages, and to them this arrangement was the best for coming to understand the Devine Torah, which was given to them to expand and develop. In this way our Sages set down the manner of study of the Oral Torah, whose entire essence is expansion and development by way of dynamic study, disagreements, and different understandings of the Torah.”


“Jewish studies entail creativity and cooperation for mutual enhancement. The ‘Harkness Table’ is not just a teaching method, but almost a way of life - a life of study, attentiveness to others, and consideration of different views and mutual enrichment that gives rise to something in which we are all partners. In this connection, the words of Rabbi Hanina in the Talmud, Ta’anit (7a) are especially interesting and relevant. He said ‘I learned much from my teachers, yet more from my friends!’ But, what Rabbi Hanina then adds is most interesting: ‘And from my students, [I learned] the most!’ He is talking about the opportunity that each one of us teachers has to profit so much from our students! And when I say ‘us,’ I most definitely include the rest of our outstanding MJHS faculty and myself. We see this opportunity not just as a ‘job,’ but as a real chance to create a ‘Place of Torah’ on a level of excellence through stimulating, enjoyable learning – learning that will help shape an attractive, serious, and giving personality,” Gellman said.