Twenty-fifth International Conference on Learning

Abstract

Academia offers a variety of pedagogical tools to instruct and train students in behaviors that serve societal needs. One of those tools, formalized academic debate, is in a unique position to prepare students for meaningful public discourse and civic engagement by addressing prominent and contentious social issues through role-playing advocacy. Students are expected to gather evidence, construct sound arguments, and critically evaluate contrasting positions, all while developing various rhetorical techniques and listening skills. Although sometimes viewed suspiciously as an overly confrontational endeavor, when practiced properly, academic debate strives for greater shared knowledge, and even agreement, not through hostile or combative discourse, but rather through a reasoned, ethical, and deliberative exchange of differing perspectives and ideals. This paper will propose an important role for academic debate as a interdisciplinary training device, with the purpose of preparing students to skillfully engage in public discourse. It will examine some of the problematic practices of current social and political discourse, establish a conceptualization of best practices, and propose pedagogical means for improved engagement in public discourse and citizen advocacy.