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9．杨戈，大连民族大学讲师、英语辩论队教练。
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10．尤娜·基姆齐-格斯（Una Kimokeo-Goes），美国俄勒冈州威拉米特大学（Willamette University）讲师、辩论副指导。
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思辨精英：英语辩论-构筑全球视角 Acknowledgments
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This book would not have been possible without the good work of all of the Chinese and U.S. partners of the China Debate Education Network (CDEN). The Chinese partners include: Chen Xiangjing, Chen Ying, Chen Zhengwu, Ji Tingting, Li Chaoyuan, Li Qianmei, Li Yong, Liu Chunyang, Liu Xin, Luo Miao, Ma Shuang, Pei Lei, Sun Lin, Wu Chunxiao, Xu Min, Yang Ge, Yang Xigang, and Zeng Qingxi. The partners from universities in the USA were Eric Barnes, Derek Buescher, Yinqun Cheng, Melissa Franke, Una Kimokeo-Goes, Robert Margesson, and Jackson B. Miller.
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Teresa Green provided very competent work as our CDEN coordinator. Without her good work I would never have been able to keep things running on schedule.
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Lu Xing, both a personal and professional friend, author of three books about Chinese rhetoric, provided immense help with parts of the text that dealt specifically with argumentation from a Chinese perspective.
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I especially want to thank my editor and proof-reader, Sharon Bowker. The book reads better because of her work. Also, because of her proof-reading and editing work, the community will be spared of the many errors I otherwise would have made.
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I also want to acknowledge the work of David Douglass who worked with me on many aspects of the project and directed the China Advocacy Institute for three years.
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思辨精英：英语辩论-构筑全球视角 Preface
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This textbook resulted from work produced by a team of people instrumental in the creation of CDEN over a three-year period from 2012 through 2015. CDEN is a loose association of teachers and students from six universities in the United States and 380 universities in the People’s Republic of China. Over the course of the first three years of CDEN, over 5,700 students and almost 2,000 teachers and judges have participated in debate events held in various provinces of the People’s Republic of China.
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The formal mission of CDEN is to provide opportunities for Chinese university students along with students from other nations, primarily the United States, to come together in friendly competition to discuss issues of global importance. The goal of CDEN is to transcend individual national viewpoints, developing individuals who learn from one another toward becoming not only citizens of PRC and USA, but global citizens as well. Toward that end, this book is titled Building Global Relations Through Debate.
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The chapters that follow explain how to participate in a debate format called Worlds-Style debate. The authors of the text present ways readers may become effective debaters, emphasizing that an effective debater is an ethical debater whose goal is to transcend the limited aim of winning the debate toward finding ways to respectfully and effectively manage global conflicts. In this text, the authors teach students to use informed and reasoned bases for creating and then engaging vital and sometimes tense clashes of significant ideas. Using integrity, skill, and high regard for the process and other individuals in the process, these effective debaters argue with reason and evidence to fashion viable ways to manage disagreement toward a peaceful solution.
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思辨精英：英语辩论-构筑全球视角 Part oneIntroduction to Educational Debate
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The four chapters of Part One help students understand how their training as debaters benefits them, their communities, and their social worlds. Chapter 1 presents good reasons to study debate, demonstrating the role of debate in local, cultural, and global perspectives. The chapter also provides historical outlines of argumentation and debate in both China and the United States. Following that historical framework, Chapter 1 shows how debate tournaments function as educational settings to teach students critical thinking by providing argumentation information, debating instruction, and then practical experience of debating, all in controlled educational environments. Chapter 1 closes with a discussion of generative debate, noting how educational debate resembles and differs from “naturally occurring” debate but also is applicable when adapted to community decision-making, family disputes, workplace differences, and so on.
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Chapter 2 introduces ethics in debate, a topic central to all debates in all contexts. The chapter explores the concept of ethics and reviews ethical principles, providing guidelines for debaters to use in the development of their debating skills. The ethical principles outlined in Chapter 2 underlie all debate practices and critical thinking processes introduced in this textbook.
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Chapter 3 covers concepts central to argumentation, arguments, and debate, differentiating each of these topics to help students begin to understand the scope of study in this textbook. Chapter 3 introduces various terms and concepts fundamental to the study and practice of debate. The concepts of arguments and argumentation, persuasion and debate, along with claims and supporting material are described so students and judges alike will have a common understanding of these concepts.
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Chapter 4 provides methods for analyzing a debate topic, the ultimate purpose of which is to discover the range of arguments that may be presented on each side of that topic. In particular, Chapter 4 covers analysis of the background, type, definition and interpretation, and potential issues of the debate topic.
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