Abstract
This study conducted the debate class and class using Havruta targeting the students who were taking a general education course called <Thought and Expression 1> in C university. In the results of comparing the improvement of self-directed competency, creative/convergent competency, and considerate/collaborative competency, the class using Havruta showed the higher educational effects than debate class.
 Such results of this study must be originated from the fact in which Havruta could induce students’ active participation in class more than debate; Havruta could improve the bond and consciousness of collaboration between students; and the Havruta teaching method develops ‘thinking power’. However, the class using Havruta caused pressure and resistance because of its unfamiliar teaching method in which the whole process should be designed and proceeded by students. In order to solve this, it would be necessary to develop various teaching models and effective learning materials for classes using Havruta.
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