Presents analysis of argumentative discourse by students, revealing that it involves both dialogical and argumentative operations. Reports that dialogical and argumentative operations are functionally linked. Concludes that the percentage of markers of utterance involvement, axiological forms, and modalizations is much higher in argumentative…

Argues that the addition of nontraditional judges will improve the educational value of forensics, strengthen public support of the activity, and help increase cultural diversity. (SR)

Analyzes the political correctness and anti-PC viewpoints and presents elements of a critical perspective that challenges and poses alternatives. Considers the distinction between political education and politicized education. (SK)

Examples from Canada and the United States are used to explore social values such as individualism vs. collectivism; definition and solution of social problems; social construction of the "crisis" of aging; and public debate and moral discourse as a process for developing public policy. (SK)

Examines three non-deliberate models which reinscribe the suppression of indifference of the bourgeois public sphere in public deliberation. Explains the primary implication has been the construction of separate realms of public and private and particular discourse forms for each realm. Asserts that ends eventually must be determined by…

Discusses the importance of critical literacy education, and highlights its history in development of education settings. Outlines the steps in critical debate, and describes the three styles of formal debate. Notes that jurisprudential inquiry is a key instructional method for learning to think about social policy, and describes three competency…

Describes the author's experience as a professor who thought he had long ago shed his intercollegiate academic debate habits, when his university became embroiled in a debate about converting to a semester system. Describes a formal debate, the real debate on email, and how one can win the debate but still lose the decision in the real world of…

Offers a case study of the central defining moment of the 1988 vice presidential debate, in which Lloyd Bentsen asserted that Dan Quayle was "no Jack Kennedy." Discusses the degree to which this excerpt dominated news coverage of the debate, why it received so much attention, and how it has survived and evolved in the media over time.…

Uses a pretest/posttest design to assess more subtle effects of watching a 2000 presidential debate on attitudes and vote intention among undergraduate students. Notes that leadership and overall policy stance became more important factors in vote choice after watching the debate. Demonstrates a variety of potentially important effects of watching…

This article is based on the authors' reflections on observations and interviews with students and staff involved in a debate competition in London secondary schools. Taking the data we collected as our starting point, we seek to draw on research from a range of perspectives, including political education, political philosophy and debate as a…

Pedagogical inquiry on teaching and learning in higher education is best served by methodological approaches that produce purposeful questions and engage in systematic analysis. (Contains 1 table and 1 figure.)

As an illustration of meaningful exploration of public art, Coutts provides a tour of a multimedia curriculum project based on art works in Glasgow, Scotland. He explores the potential of multimedia to engage students and teachers in a debate about public art for students at the interface of primary and secondary schools. Scanning the City, a…

The author describes a classroom exercise that introduces the Socialist Calculation Debate (SCD) to undergraduate economics students. The SCD concerns an issue that remains one of the most consequential of the 20th century--the belief in the superiority of socialism and central planning over capitalism and the free market. The exercise presents…

Knowledge and skills to deal with current environmental issues should be included in biology teaching, which involves classroom debate that is ideal to develop knowledge. Increasing students' participation, acquiring interpersonal and oral communication skills and developing better understanding are some of the advantages of debates in the…

Comments on the response offered by Cheng and Novick to White's initial comments on Cheng's and Cheng and Novick's previous articles. White asks if regularity information necessary for causal learning. He and Cheng and Novick agree that the causal relation is understood as a generative relation, but disagree on how this understanding comes about.…