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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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思辨精英：英语辩论-构筑全球视角 Chapter 1Debate as a Valuable Social Process and a Unique Educational Tool
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Robert Trapp and He Jing
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Chapter Outline
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1.1 Why Study Debate?
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1.2 An Historical Look at Argumentation and Debate in China and the United States
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1.3 Contemporary Developments in Argumentation, Debate, and Persuasion
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1.4 Developments in Educational Debate
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1.5 From Educational Debate to Generative Debate
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1.6 Summary
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1.7 Terms and Concepts from Chapter 1
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1.8 Discussion Questions for Chapter 1
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1.1 Why Study Debate?
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Societies grow, flourish, decay or disappear as the result of decisions and actions taken or not taken by their members. Leaders who persuade, community members who influence others, and individuals who introduce new ideas all contribute to the directions their societies take. Because individuals live in societies, differences among those individuals inevitably will cause disagreement among societal members. As a consequence, societies invent rules about how to settle disputes and about what arguments are deemed most effective during that process.
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Some rules are formally codified with strict regulations, such as procedures used in court systems, government legislations, or legal hearings. Skilled, ethical debaters can use those venues to promote healthier societies; poor or unethical debaters can contribute to the erosion of social bonds and the fracture of societies. Because of this central role of persuasion in societies and because of the need for excellent debaters to engage these formal social procedures, the study of debate is vital to all individuals and also to the civilizations in which they live. Studying debate by enacting simulations of justice systems and courtroom protocols constitutes the practice of educational debate, which trains participants for these essential social roles.
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Contributing to society also is a reason to study debate. Debate trains students to contribute to their societies by creating cogent, formal arguments presented in public settings. While educational debate does not usually deal with informal situations, many experienced debaters learn to distinguish key features about the practice of debate, features beneficial to informal settings. Studying debate, then, benefits society both in formal, public arenas as well as in informal, personal ones.
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Debating features argument, so learning to understand the nature of argument is yet another reason to study debate. As it is used in everyday talk, the word “argument” may prompt readers to think of raised voices and uncomfortable feelings—“I had an argument with my friend” or “My office mate and I have been arguing all day.” In these cases, when people refer to arguments, they often mean heated exchanges where speakers act at odds with one another.
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In this textbook, however, a different meaning for argument is used. The study of argument is the study of one of many means people use to influence or persuade one another. If a person says, “The sun is shining and the birds are singing! This is certainly a great day,” he or she has created an argument. The claim in the argument is that the day is “certainly a great” one. The evidence presented concerns the sun and birds. A listener might agree or disagree with this person’s argument. Viewed from this perspective, argument occurs in nearly every message sent between individuals.
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Social rules govern these arguments. In both formal and informal instances, social rules apply not only to the way a person acts while presenting an argument, but also to the structure of the argument itself. These social rules indicate to both arguers how to critique the argument including such issues as credibility, sufficiency, or believability.
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Thinking about argument in these ways rather than merely as a heated spat more clearly identifies why learning to debate ethically and skillfully is so critical to a society. How effectively a person uses the tools of argument can determine whether or not the argument is seen as having merit: “The argument was not believable because the criminal took the position that everyone has a right to steal anything they desire” or “You bring up a good argument regarding the cost of this project, one that had not occurred to me” or “The argument did not persuade me because no evidence was provided.” This way of understanding “argument” sets up the possibility for debaters to learn and then practice principles for selecting excellent argument and debate tools, using those tools well to develop appropriate debate techniques, and improving their abilities to successfully persuade others.
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