The purpose of this monograph is to present a five step paradigm for the secondary school teacher on how to employ debate as a teaching tool: 1) basic idea of what debate is and the objective of formal debate; 2) the role of the affirmative and negative in presenting cases; 3) the function and purpose of the rebuttal period; 4) information on the…

Both sides of the divestment controversy are presented by two trustees from Carleton College and actions that Carleton finally took are explained. Morgan calls for divestment, while Trow sees colleges as committed to the pursuit of truth, not the possessor. (MLW)

Presents a method to teach science, technology, and society issues under an extra credit format. Describes a seven-stage format for the choice, debate, and evaluation of an issue by the students. Stresses the value of this project in terms of increased student skills and awareness. (CW)

Describes a four- to six-week minicourse featuring topics from language arts, law, history, sociology, mathematics, art, and woodworking in addition to botany, zoology, genetics, ecology, and evolution. Student study is divided into five phases: tree-ring analysis; forest history; seedling competition; genetic improvement and cloning; and a…

Reviews the role of logic in the laboratory, group work in science, the role of history and philosophy in school science education, brainstorming in the classroom to invent a model, and the scientific debate. (JN)

Describes programs sponsored by the National Council for the Social Studies (NCSS) to promote civic participation. The programs are National Issues Forums (NIF) in the Classroom; Jefferson Meetings; Great Decisions; Public Issues Series; and C-SPAN in the Classroom. (SLM)

Explores intellectual differences in Asian American Studies theorizing in the wake of social, political, and economic change in the United States. The authors highlight three themes that define the current wave of thinking theory in this arena. (GR)

Discusses historian Henry Adams' disillusionment with the educational system and with his own teaching. Suggests improving history instruction by involving students more actively in learning. Proposes incorporating interactive learning strategies including (1) interactive lectures; (2) questioning; (3) small groups; (4) critical thinking and…

Describes how two Queensborough Community College reading faculty staged a debate for developmental students to illustrate the connections between reading, writing, and critical thinking; and to encourage students to critically question and evaluate what they read and hear. Details follow-up writing and group assignments, including a student…

Describes the use of debate in teaching a college level course on the psychology of women. Contends that the technique encouraged critical thinking, active learning, and cooperation. Provides suggestions for replicating the process in other courses. (CFR)

Political pressure on colleges and universities has been a matter of common debate and concern since 1934. That was the year the American Association of University Professors (AAUP) and the Association of American Colleges (the precursor of AAC&U) established a series of conferences in order to reaffirm and develop the 1925 Conference Statement on…

Critical literacy is about how people see and interact with the world; it is about having, as a regular part of one's life, the skills and desire to evaluate society and the world. It is especially focused on issues of power: Who has it and who is denied it; how it is used and how it is abused. More specifically, it often revolves around issues of…

This essay examines the ways in which the rhetoric of the reparations debate elucidates the varying accounts of history favored by Americans of different backgrounds, the political and ideological foundations underlying different perspectives on the nature and uses of history, and the norms guiding public deliberation in the contemporary U.S.…

This study examined the effects of pre-structuring discussion threads on group performance in computer-supported collaborative argumentation where students labeled their messages as arguments, challenges, supporting evidence, and explanations on a threaded discussion board. In the pre-structured group students were required to post supporting and…

This article offers four explanations of why outcome-based education (OBE) has proven to be so controversial. First, OBE requires consideration of the central purposes of compulsory public education, on which there is sharp philosophical disagreement, and the outcome-defining process involves input from many groups with many different…