Education for Judgment: The Artistry of Discussion Leadership
Discussion teaching--the foundation of the Harvard Business School's renowned case method of instruction--is a powerful tool for developing skills as well as conveying knowledge. In the give and take of discussion, students go beyond abstract understanding to the active application of important principles. They are confronted with the same kind of ambiguous, many-sided problems they will face in their professional lives. The elements of great teaching can be identified and consciously practiced. Many of the essays describe the building blocks of successful group leadership: negotiating a contract governing the conduct of the group; orchestrating a constructive process of questioning, listening, and responding; encouraging independent thinking; and guiding participants toward useful roles in their interaction with one another. The other chapters in the volume cover the ethical considerations of discussion teaching, the special challenges of teaching technical material using this method, and one pioneering effort to introduce a participative mode of medical education.
Format:Paperback
Language:English
ISBN:0875843654
ISBN13:9780875843650
Release Date:July 1992
Publisher:Harvard Business Review Press
Length:344 Pages
Weight:1.19 lbs.
Dimensions:0.9" x 5.8" x 9.6"
Customer Reviews
1 rating
An idealized view of case-based instruction at the Harvard Business School
Published by Thriftbooks.com User , 17 years ago
Little has been written about case-based instruction and there is little relevant research. That makes this a useful book. Having attended the Harvard Business School when Christensen, the acknowledged master of case-based instruction, was active (although I was not lucky enough to be in one of his classes), I can say that the view of case-based instruction at HBS that one gets is very idealized, especially what is claimed about attention to individual students. Class sizes at HBS are about 90, so do the math. Not many students can be getting the attention that the anecdotes suggest. Nothing is said about the special issues that women and ethnic minority students may present for the instructor. Readers should remember that there really isn't any research evidence supporting the effectiveness of this instructional approach.
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