14.4: Debate--For the Instructor

Following is a guide to conducting an in-class debate (in-person or virtual, in-person preferred) on a controversial issue or any issue for which students can develop opposing arguments.

The debate is intended to serve as a precursor to an essay draft.

I generally use this activity once in a semester before the first argumentative essay.

The debate can work in a classroom in which there is already an atmosphere of respect, trust, and support – a brave but safe place to take risks. I recommend using the classroom atmosphere exercise and a beginning of course questionnaire or some other early semester classroom atmosphere establishing exercises well in advance of the debate. Ideally students are already comfortable working together by the time of the debate.

Keep in mind the multiple goals of the debate and share these goals repeatedly with the participants:

• Students voice opinions that are not necessarily their own.
• Each student has the experience of expressing opposing or contradictory points of view about the same issue.
• Students gain appreciation of multiple perspectives.
• Students recognize through the experience that most issues we explore are more complex and nuanced than two-sided arguments – that while media often position issues as two sided, issues are multi-dimensional. Therefore, productive discussion of these issues is best served not by assuming opposing sides and attempting to determine which side is right and which is wrong (or better/worse, stronger/weaker) but by sitting in a circle and being in conversation with multiple perspectives and possibilities.
• Students begin to consider how they might explore the issue within an argumentative essay.

In order to physicalize the experience, I generally move the desks or tables into lines opposite to and facing each other. I explain that this is how we often approach discussion of or fights about issues – as if the issues only have two sides. I tell students that this is a common but unrealistic – and unproductive – approach. I explain that for the purposes of this exercise we are going to try this approach but that ultimately we are going to move into a more complex, multi-faceted discussion. Later discussions can be held in a circle with everyone able to see everyone else, each perspective valued, and no one on opposing sides.

Today we will have a debate about universal basic income. The purpose of the debate is to practice exploring opposing viewpoints and addressing counterargument. Here is the catch: I will be assigning sides and ultimately switching sides.

Have students help you move the chairs/desks if possible.

Have students sit on opposing sides facing each other.

Give students 5 minutes to start brainstorming ideas about the issue independently or within their groups.

Assign which side of the room will argue for which opinion. For UBI, one side will argue that the U.S. definitely should have UBI. One side will argue that the U.S. definitely should not have UBI.

Invariably, someone will want to switch sides. This is your chance to explain that students will need to express arguments on both sides. Ideally, we will not be able to tell which (if either) viewpoint is actually yours. Remember that as strongly as you feel about something, as right as you think you are, someone else feels equally strongly about an opposing viewpoint, equally sure that their opinion is the correct one.

Go! Allow the debate to continue until most or all students have spoken. Then (ideally somewhat unexpectedly and before the discussion begins to lag) call a halt and switch sides. Go!

Throughout, take a guiding role:

• Keep the energy productive and respectful. Contain the heat.
• Continually tie the discussion back to writing about the issue. This connection can help to keep the emotional level reasonable.
• Ask: Can you oppose this point?
• Throw in opposing points if necessary.
• Aim to keep the discussion balanced.
• Redirect to specific points that would benefit from further exploration.
• Remind students that we do not know their true opinion.
• Will students know your opinion? If so, acknowledge this. Regardless, as debate facilitator, you must be able to make fair arguments from opposing perspectives. (Choose the debate issue carefully. Can students fairly explore both sides? Can you?)
• Acknowledge how challenging this activity can be.
• Remind students of the early semester classroom atmosphere exercise.
• If you have studied ethos, logos, and pathos, refer to and use these concepts within the debate. Can someone make an emotional argument about a point? A factual argument? Point out that for a logical person, logic is emotional, and that for an emotional person, emotions are logical.
• Likely you will have some students who really struggle with this activity and some students who are very good at expressing both sides. Point out how impressive it is when someone can express from both sides. We really do not know that person’s opinion. Tell those who refuse to speak on one side that they will not be allowed to speak on the other side. Urge those vehement in their opinions to be equally vehement when they switch sides. If a student has an especially hard time voicing an opposing opinion, give the student the option to repeat someone else’s point just to have the experience of expressing the opinion in their voice and mouth.
• Acknowledge the challenge of the experience.
• Reassure students that they will think through and express ideas and arguments in different ways. Wait for it. Aim to have every student speak on both sides of the debate.

Save time to wrap up so that students are not leaving the room in the midst of a heated discussion.

Point out that focusing on extremes of opposing viewpoints can leave out realistic nuances.

Ideally bring the discussion into a circle where students can express any views and explore the complexity of the issue.

Again, as appropriate or helpful, keep reminding students of how what they are doing relates to writing. For example, what points might go together in one body paragraph? What points might need a separate body paragraph?

Remind students that ultimately they do not need to choose sides. They need to develop arguments. A student might develop and support an argument that the issue is complicated and requires further exploration.

Consider saving some time for independent journaling after the debate.