Harkness and RPG Pedagogy: Inquiry, Problem Solving, and Critical Thinking

The Potential of Tabletop Role-Playing Games in Harkness Pedagogy

Abstract

ORC INFECTED WITH THE FEL 

The Harkness method of instruction emphasizes student-centered learning through peer-led discussion. This paper explores the integration of tabletop role-playing games (RPGs) like Dungeons & Dragons and Warhammer 40K into Harkness pedagogy as a means of further engaging students and promoting inquiry, problem-solving, and language development. An overview of Harkness and Socratic seminars is provided, with an analysis of how RPGs align with and enhance key principles of the Harkness approach. The immersive, cooperative nature of RPGs can motivate students to develop questions, think critically, and gain communication skills. Recommendations are offered for implementing RPGs effectively in the Harkness classroom across academic levels and subjects.

Introduction

Since its inception at Phillips Exeter Academy in the 1930s, the Harkness method has emphasized student-centered active learning through peer-led discussion (Ogden, 2008). Named after philanthropist Edward Harkness who funded its adoption, the Harkness approach replaces formal lecturing with an oval table where students collaboratively participate in seminar-style exploration of topics (Jensen, 2015). This method shares some commonalities with the Socratic seminar, but a key distinction is that in Harkness, students develop their own questions to discuss, initiating and directing the peer-to-peer dialogue with minimal teacher intervention (Ogden, 2008). As such, the Harkness method grants students more agency, accountability, and motivation to actively engage in their learning process.

Integrating tabletop role-playing games (RPGs) like Dungeons & Dragons and Warhammer 40K into Harkness pedagogy could provide an immersive framework to further enhance peer-led inquiry and discussion. RPGs are cooperative social games where players roleplay characters in a fictional world, interacting with environments and narratives defined by a set of rules (Bowman, 2010). To progress in the game, players must make decisions, solve problems, and negotiate challenges together. This paper analyzes the synergies between RPG gameplay mechanics and Harkness principles, arguing that RPGs could motivate students to hone skills in questioning, critical thinking, communication, and teamwork. Recommendations are also provided for scaffolding RPG play to align with curriculum standards across disciplines.

Background on Harkness and Socratic Methods

Harkness pedagogy aims for students to take ownership of their learning through student-directed peer discussions. In a typical Harkness classroom, desks are arranged in an oval with the teacher seated amongst the students (Ogden, 2008). The physical configuration reflects the decentralized roles; the teacher provides limited guidance while students collaboratively pose questions and facilitate dialogue on academic topics (Jensen, 2015). Compared to traditional lecture formats, students have more responsibility to actively construct and direct the flow of knowledge.

According to Ogden (2008), key elements of the method include:

- Student-generated questions drive discussion
- Peers exchange ideas through both spontaneous and prepared dialogue
- Teachers provide minimal input, only interjecting when necessary
- Students self-monitor their contributions and progress

This approach shares some commonalities with Socratic seminars, which also aim to stimulate deep learning through dialogue and questioning (Copeland, 2005). However, there are some key differences. In Socratic seminars, the teacher initiates the questioning, playing a more active role in guiding students through the logical sequence of the discussion ( Ogden, 2008). Authority remains with the teacher to determine which questions are explored. In contrast, Harkness grants students greater autonomy and accountability in managing the discussion’s direction and content.

Harkness classrooms may incorporate elements of both Socratic questioning and Harkness-style peer-led inquiry depending on learning objectives. However, the core of the Harkness method is that students, not teachers, develop the questions that drive each session’s investigations (Jensen, 2015). This distinction is key when analyzing the potential synergy of integrating RPGs into Harkness pedagogy, as detailed in the next section.

RPG Mechanics Support Harkness Principles

Tabletop RPGs like Dungeons & Dragons and Warhammer 40K involve a group of players collaboratively roleplaying characters in a fictional setting governed by a defined rule system. Gameplay is facilitated by a gamemaster who outlines the world and story, while players choose actions for their characters based on personality traits, abilities, and motivations. Together the group improvises an evolving narrative (Bowman, 2010). There are several core gameplay elements that closely align with key tenets of the Harkness approach.

Player-Driven Stories

In RPGs, players are empowered to make choices that dynamically shape the game’s unfolding story. While gamemasters provide story outlines and settings, players decide which challenges to undertake, which NPCs to interact with, and how to approach obstacles. This promotes problem-solving as players analyze options, use resources creatively, and evaluate consequences when making decisions for their characters. Like Harkness discussions, RPG stories emerge through decentralized collaboration; players direct the narrative through their choices (Cover, 2010). This mechanic can teach students to take ownership of their learning path.

Cooperative Challenges

RPGs present obstacles like battles, mysteries, and moral dilemmas that players must overcome through teamwork. Some challenges require investigation to gather information, strategizing plans of action, and negotiating roles amongst players (Bowman, 2010). Each character has unique skills that complement one another when used cooperatively. This promotes interdependence and peer-led learning, as players must teach one another about their characters’ abilities to succeed. Adversity is confronted collectively through coordination and shared knowledge, encouraging perspective-taking and mutual understanding.

Decision-Making and Problem-Solving

During gameplay, players make complex decisions by assessing options through each character’s viewpoint and abilities (Rosselet & Stauffer, 2013). They need strong comprehension of narrative details and mechanical rules to strategize solutions. Players also practice emotional intelligence and empathy when making choices that impact other characters and the overall world (Bowman, 2010). This decision-making process involves weighing diverse viewpoints, evaluating potential consequences, and reaching compromises to determine actions. Enacting this in character roles helps students take perspective and approach problems from different vantage points.

Rules as Scaffolds and Constraints

RPG systems provide rules and structure that shape gameplay and decisions (Cover, 2010). For example, characters have quantified abilities like strength and intelligence that constrain viable actions. Random chance also impacts outcomes using dice rolls. Just as curricula provide frameworks for Harkness discussions, RPG rules establish “possibility spaces” for students to explore (Gee, 2007, p. 219). Teachers can design gameplay constraints to achieve learning goals, providing scaffolds for students to collectively problem-solve within. Rules enable focused inquiry and force creative solutions.

Sustained In-Character Immersion

By roleplaying continuously as a character throughout an RPG campaign, students gain sustained practice in perspective-taking. Staying in-character while discussing plans or making in-game decisions requires understanding that character’s personality, goals, and limitations (Bowman, 2010). This metacognitive process challenges students to think from diverse standpoints as they cooperatively negotiate scenarios. RPGs also motivate students to enrich their characters by formulating backstories, motivations, and ways of interacting that inform gameplay choices.

Integrating RPGs into Harkness Method Classrooms

The parallels between RPG gameplay mechanics and Harkness principles suggest tabletop RPGs could be effectively implemented as part of the Harkness method across subjects and grade levels. Teachers can incorporate RPGs as immersive projects spanning multiple sessions to reinforce curriculum content through applied peer-led learning. Similar to simulations and modeling exercises, RPGs allow students to interactively inhabit roles within dynamic scenarios that require synthesizing knowledge into informed decisions and creative solutions (Shaffer, 2006). The sustained in-character cooperation helps students internalize different perspectives and practice interpersonal skills.

RPGs also motivate students to enrich their vocabulary, language skills, and content knowledge in order to effectively play their character roles. Studies show D&D gameplay improves students’ literacy, particularly oral fluency and communication, by incentivizing discussion and imaginative narration (Harris & Shultz, 2020).Generating questions to drive gameplay and peer discussions helps students take ownership of the inquiry process. Teachers can scaffold RPG sessions and constraints to focus this inquiry on curriculum topics.

Recommendations for Classroom Implementation

1) Structure gameplay around curriculum topics
Teachers should design RPG narratives, settings, and character roles that immerse students in academic content. For a unit on early American history, students could roleplay characters in the Revolutionary War era making decisions that force them to apply content knowledge. Include challenges that require leveraging researched concepts to progress.

2) Co-design gameplay constraints with students
Teachers can present RPG dilemmas and environments for students to collaboratively world-build solutions. Student-designed constraints foster engagement and self-direction (Gee, 2007). Have students establish rules and limitations for gameplay based on curriculum topics, with teacher guidance to maintain scope.

3) Encourage in-character discussions for session planning/debriefs
Students should remain in-character during gameplay and when planning strategies or debriefing. This provides opportunities to speak and write using vocabulary and speech patterns fitting the roles. Model and praise in-character discourse.

4) Help students align choices and consequences with curriculum concepts
During or after gameplay sessions, prompt students to explain how in-character choices, failures, and successes relate to content learning goals. Have them reflect on how subject knowledge informed decisions. Guide connections to curriculum topics through discussion.

5) Incorporate individual and group reflection/assessments
Build in self and peer assessments for how well students maintained character, collaborated, enriched the narrative, and applied content knowledge through gameplay. Provide reflection time to reinforce connections between roleplay experiences and academic concepts.

Conclusion
Integrating tabletop RPGs into Harkness classrooms provides an immersive framework for cooperative experiential learning aligned to curriculum content. RPG gameplay mechanics like sustained in-character roleplay, player-driven narrative, and rule-based possibility spaces promote the student ownership, perspective-taking, and peer-led inquiry that define the Harkness method. Implemented strategically within disciplines, RPGs motivate students to direct their learning through imaginative applied problem-solving. Teachers can leverage students’ intrinsic interest in gameplay for enriched vocabulary, improved communication skills, and deeper internalization of academic concepts from inhabiting roles. Harnessing the cooperative storytelling foundations of RPGs enhances the student-centered exploratory dialogue at the heart of Harkness pedagogy.