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此外，本章还以历史作为切入点，介绍了议论与辩论在中国和美国的发展历程，特别指出了两国历史中，学者和哲学家鼓励通过辩论交流思想的重要时期。与此同时，也梳理了教学性辩论在两国的发展。目前，教学性辩论已经被全球众多国家列为课程之一，主要通过课堂指导以及辩论赛上的实际应用来提高学生水平。
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最后，作者还谈及了更高一层次、更具建设性、更关注伦理道德的辩论类型——生成性辩论。本书的终极目标，是让辩手们首先掌握教学性辩论的方法，提高辩论水平，从而有能力参加生成性辩论，在促进个人发展的同时为社会进步做出贡献。
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1.7 Terms and Concepts from Chapter 1
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Check your memory and comprehension by describing or defining these key terms and concepts:
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· Greco-Roman argument and debate
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· Chinese argument and debate
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· Two ways to conceptualize argument
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· Argumentation
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· Reasons to study debate
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· Educational debate
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· Problems confronting international debate styles
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· Generative debate
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1.8 Discussion Questions for Chapter 1
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· Recount at least one role of argumentation and social debate in ancient and modern China.
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· Recount at least one role of argumentation and social debate in ancient and modern Western societies.
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· How did educational debate emerge in Western societies?
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· Describe the recent developments of educational debate in China.
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· Explain the problems inherent in viewing debate from any single perspective.
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· Demonstrate at least one example where generative debate would be beneficial.
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思辨精英：英语辩论-构筑全球视角 Chapter 2Ethical Considerations in Debate
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Robert Trapp
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Chapter Outline
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