Formal Debate as a Pedagogical Tool in the College Classroom (original) (raw)

By understanding the values and goals of debate, the applicability of debate to all disciplines, the logistics of setting up a debate and the judging and grading procedures, college instructors in all disciplines can use debate to stimulate student interest and increase conceptual skills. Debate functions to develop skills in critical thinking, analyzing, synthesizing, and impromptu speaking. Though both types of debate are useful, Cross Examination Debate Association (CEDA) debate is more easily and appropriately adaptable to the college classroom than National Debate Tournament (NDT) debate with its stress on policies. Six major areas of concern arise in preparing students for formal debate: the topic and resolution, research, developing affirmative and negative cases, the general format of the debate, cross examination, and rebuttals. By using active listening skills, developing a flow chart of the arguments presented in debate and casting votes for one of the teams, the audience becomes an integral part of the classroom activity. Some of the factors considered in grading include the amount of time and effort students seem to have put into the debate, overall use of good reasoning and critical thinking skills as applied to the subject matter, and the sincerity and effort put into the debate. (Contains eight references. Appendixes discuss structure of the debate, judging criteria, and grading criteria, and contain a sample flow chart.)