Building a Culture of Intellectual Risk-Taking

Isolating the Pedagogical Elements of the Harkness Method

Bibliographic Data

ID21347331
AuthorsMadora Soutter (0000-0002-9641-2418, Villanova University, PA, USA, corresponding author), Shelby Clark (Harvard University, Cambridge, MA, USA)
Year2023
Volume203
Issue3
Pages508-519
Publication date2023-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Education (JOURNAL)
Journal identifiersISSN: 0022-0574 • E-ISSN: 2515-5741
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00220574211037747
OpenAlexW3197773557
LanguageEN
Citations received2
References cited20

Intellectual risk-taking, the act of engaging in learning by contributing an idea, question, or creative thought regardless of potential errors or judgments, is associated with many positive student outcomes; however, there is limited guidance on how to create an environment in which students feel empowered to be courageous in this way. In the present qualitative study, we examine the Harkness Method with the goal of identifying the specific elements of this complex, discussion-based, pedagogical approach that contribute to intellectual risk-taking. We ultimately present an empirically grounded theoretical framework to serve as a guide for building a culture of intellectual risk-taking

Developmental psychology · Grounded theory · Intellectual development · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Education and Critical Thinking Development · Neuroscience, Education and Cognitive Function · Psychology · Youth Development and Social Support

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