DEBATE IN THE CLASSROOM Ruth Zisman Visiting Instructor of Humanities; Faculty Advisor, Bard Debate Union Bard College 27 June 2013

I. What is Debate?

1. Discussion of opposing points A. Proposed claims/arguments B. Underlying theoretical justifications -focus on interaction/clash between positions -weighing of competing claims -comparative analysis A. Key Elements of a Debate

2. Evaluation by a judge or jury -speaking to a 3 rd party -focus on persuasion A. Key Elements of a Debate

3. Focus on content AND style -logos (strength and logic of argumentation) -pathos (emotional appeal) -ethos (credibility of speaker) A. Key Elements of a Debate

A debate generally has a clearly defined topic. -controversy areas -questions -resolutions B. Debate Topics

Example: Controversy area - Presidential War Powers Question - Should the president’s war powers be restricted? Resolution - Resolved: The United States Federal Government should substantially restrict the war powers authority of the President of the United States. B. Debate Topics

Unlike other role-playing exercises, debate does not ask its participants to adopt the positions of specific political actors or policy makers. Rather, debate simply asks students to argue for or against a given position. C. Debate Positions

II. Why Debate in the Classroom?

Christopher Joyner ( ), Professor of Government and International Law at Georgetown University, writes: “Simulations generally, and debates more specifically, are well-recognized tools for education in the social sciences. The American Educators’ Encyclopedia notes as an advantage of debate that it “serves to crystallize an issue, presents both sides objectively, and stimulates interest.”… Debates help students to understand different perspectives on a policy issue by adopting a certain perspective as their own.” From: “Dissecting the Lawfulness of United States Foreign Policy: Classroom Debates as Pedagogical Devices,” ISLA Journal of International and Comparative Law, A. Debate as Educational Tool

1. Stimulates Interest -gives students a particular task/activity at which to direct their learning -added value of competition B. Benefits of Debate

2. Active Learning -breaks up the monotony of teacher lecturing -requires active participation of each student (rather than passive consumption of information) -encourages students to put theory into practice (use of gained knowledge to theorize and weigh impacts of hypothetical/future policies) B. Benefits of Debate

3. Teamwork and Individual Effort -students are required to work as a team -students present individually B. Benefits of Debate

4. Extensive Research -encourages and gives purpose to in-depth research on specific issues -who, what, where, when, why, how -examples (past and present, failed and successful) -hypotheses -opposing positions B. Benefits of Debate

Examples: Sanctions, Intervention, China -makes a huge topic approachable -students research both sides objectively -students think through past and current examples B. Benefits of Debate

As Christopher Joyner argues, debate is a particularly valuable pedagogical tool in the teaching of United States Foreign Policy. Joyner writes: “Students on each team must work together to refine a cogent argument that compellingly asserts their legal position on a foreign policy issue confronting the United States. In this way, they gain greater insight into the real-world dilemmas faced by policy makers…they realize the complexities of applying and implementing international rules and the difficulty of bridging the gaps between US policy and international legal principles, either by reworking the former or creatively reinterpreting the latter. Finally debates familiarize students with contemporary issues on the US foreign policy agenda and the role that international law plays in formulating and executing these policies. The debate provides an excellent vehicle for pushing students beyond stale arguments over principles into the real world of policy analysis, political critique, and legal defense.” C. Debate and US Foreign Policy

Two reasons why debate is a valuable tool in teaching US Foreign Policy: 1. Students learn about difficult/complex issues -makes the literature base accessible (provides students with a specific “in”) -Highlights multiplicity of perspectives -highlights intersections between various issues and theoretical concepts (Example: democracy assistance) C. Debate and US Foreign Policy

2. Students put theory into action -asks students to test their researched arguments against competing positions -encourages students to see the debates that are already taking place in politics -encourages students to explore the compatibility and mutual exclusivity of different theoretical positions C. Debate and US Foreign Policy

III. How to Stage a Classroom Debate

Use debate to serve your purposes -extensive research project -exercise to discuss a single reading -impromptu means to re-focus the class Side Note:

Two ways to do this: 1. Build the topic from class materials/discussions 2. Have the class brainstorm topic areas A. Choose Topic

Remember the 3 steps: 1. Controversy Area 2. Question 3. Resolution *A resolution should generally call for CHANGE from the status quo (Example: military aid to Israel) A. Choose a Topic

Two ways to do this: 1. Allow students to choose their teams/sides 2. Assign teams/sides randomly B. Assign Teams/Sides

Involve the entire class. Example - For a class of 16 students, break the class up as follows: Affirmative team: 5 Negative team: 5 Judges: 6 If you have a large class, consider holding multiple debates and requiring all non-debating students to judge. B. Assign Teams/Sides

Keep the format as simple as possible. General Guidelines: -each speaker speaks once -each speech is the same length (ex: 7 minutes) -first speaker for each team introduces his/her team’s case -middle speakers for each team refute what has been said by opposing team and offers a new substantive argument -last speaker for each team summarizes his/her team’s case, compares the cases, and emphasizes strongest/winning arguments C. The Debate Format

 Affirmative Speaker 1: Introduce topic and affirmative case line; make 1-2 substantive arguments in favor of the resolution Speakers 2,3,4…: Rebuild teammates’ arguments; refute negative team arguments; make at least 1 new substantive argument Final Speaker: Summarize debate; compare affirmative and negative arguments; clarify strongest affirmative arguments  Negative Speaker 1: Introduce negative case line; refute first affirmative speaker; make 1-2 substantive arguments against the resolution Speakers 2,3,4…: Rebuild teammates’ arguments; refute affirmative team arguments; make at least 1 new substantive argument Final Speaker: Summarize debate; compare affirmative and negative arguments; clarify strongest negative arguments

-speeches should be presented, not read -students should be encouraged to speak from outlines -students should be encouraged to quote and/or paraphrase from relevant research D. The Individual Speech

Be clear with students about the research expectations for the debate -how many sources -what type of sources -quotations or paraphrasing E. Research Expectations

E. Judging/Evaluating  Writing: -outline -written speech -research paper -evaluation paper (for judges only)  The Speech: -argument -style -strategy