Critical Thinking & Information Literacy
Across the Curriculum
The Great Debate
Philosophy 115 Assignment 6:
The purpose of this exercise is to help students recognizes what constitutes an objection
to an argument. When writing papers, students will sometimes raise an “objection” to a
view that is not effective because it ignores or misrepresents the original argument.
The debate format encourages students to argue directly against what someone is arguing.
That is, students are more likely to listen and make contact with the other side’s
argument. Having a debate also requires students to be to think of arguments on
both sides of an issue, and forces them to consider possible objections to their
own views. Ideally, this exercise also helps to develop the team work skills that
are necessary to think critically as a group.
Debate Format
Instructor divides students into 2 groups to participate in a debate. Group A will in
favor of the claim, and Group B will argue against the claim. (Many students will
probably end up having to arguing for something they do not personally agree with,
but that be very useful). Any controversial claims can be used, and the instructor
may have the students vote to pick topics that are of particular interest to them.
Here’s an example:
Resolved: The State of Washington shall not give preferential treatment on the basis of
race or sex in hiring practices, government contracts, or admittance to an educational
institution.
Group A will have 10 minutes to present what they take to be the strongest
argument in favor of the resolution.
Group B will then have 5 minutes to pose questions to the other team, and Group A
can respond to these questions.
Group B will then have 5 minutes to give what they take to be the strongest
objection to group A’s position.
Group A will then have 5 minutes to respond to group B’s criticism.
At the end of this round, Group A and B may be required to reverse roles. (Or,
if the class is large, you can have two additional groups that then debate
a different resolution).
Debate Preparation
First, each team must divide responsibilities among team members.
Group A must select:
A team leader: Someone who is responsible for making sure that the group comes to agreement about what arguments will be presented. This person must make sure that the team stays on task, and completes the assignment in the time provided.
A secretary who is responsible for writing up the team’s answers.
A spokesperson who, in the first half of the debate, is responsible for giving an oral presentation for the team’s main argument in favor of the resolution.
Two people who come up with a list of questions that the other team might ask about their team’s argument for the resolution.
An “Objection Anticipator”. This person will be responsible for thinking about what objections the other team might raise against their argument for the resolution.
A spokesperson who is responsible for giving a rebuttal of the other team’s objection.
Group B must select:
A team leader: Someone who is responsible for making sure that the group comes to agreement about what arguments will be presented. This person must make sure that the team stays on task, and completes the assignment in the time provided.
A secretary who is responsible for writing up the team’s answers.
An “Argument Anticipator” someone who is responsible for thinking about what they think the main argument for the resolution might be.
2-3 “Question Generators”. These people are responsible for thinking about who are responsible for coming up with questions about the other team’s answer. They will need to listen to the team’s argument in the debate, will have to think on their feet, generating questions.
A spokesperson who will present the team’s counter argument to the resolution.
Every person on the team should bring to class answers to the following questions:
What is the strongest argument for the resolution?
What are the mostly likely objections to this argument?
What is the strongest argument against this resolution?
What is the most likely objection to this argument?
(If these are collected, this will provide some guarantee that everyone on the team
is contributing to the group).
Then, the team will share their answers with each other. The team will have to
agree on the arguments they will present.
Grading the Debate
The debate exercise can be used as an ungraded in-class exercise, or can be a
graded assignment. Here are some criteria that might be used to grade the debate:
Each student’s grade for the debate might consist in:
A score on the team’s answer. This score will take into account a) the strength of the argument presented by the team, b) the clarity of the teams response, c) the team’s ability to raise and consider objections to a view, d) the team’s ability to respond to objections to their view, e) the clarity of the team’s response.
A score for the student’s individual contribution to the team. This could be determined by a) a peer review that is submitted by other team members, and b) a self-evaluation submitted by the student.
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