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Notes
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1Gaokao is pinyin for College Entrance Examination in China.
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2 See for instance, Hill, Bill and Richard W. Leeman. The Art and Practice of Argumentation and Debate. New York: McGraw-Hill Humanities, 1996.; Johannesen, Richard L. Ethics in Human Communication. 4th ed. Prospect Heights: Waveland Press, Inc., 1996. ; Jonsen, Albert R., and Stephen Toulmin. The Abuse of Casuistry: A History of Moral Reasoning. Berkeley: the University of California Press, 1988. ; Stafford, Charles, ed. Ordinary Ethics in China. London: Bloomsbury, 2013.
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3 For an example of an early utilitarian thinker, see Bentham, Jeremy. An Introduction to the Principles of Morals and Legislation. London: Clarendon Press, 1789.
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4 See for instance, Kant, Immanuel. Groundwork of the Metaphysic of Morals. 2nd ed. New Haven: Yale University Press, 2002.
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5 Of course, the counter argument is that by enhancing one’s own educational and employment prospects, one is diminishing these same prospects of other students who do not cheat.
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6 Zigelmueller and Kay also include a 5th stock issue of jurisdiction which has been omitted as is not relevant to WorldsStyle debate.
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思辨精英：英语辩论-构筑全球视角 Part TwoWorlds-Style Debate
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Part Two presents a cursory description of the specific format used in Worlds-Style debate. To accomplish that interplay between reading the textbook information and performing debates, students should begin immediately to discuss the topics from the textbook with their debate colleagues while also participating in debate tournaments. Chapter 5 explains the format of Worlds-Style debate, providing information on such as how many debaters serve on a team, how many teams engage the debate, the order in which speakers present, how speeches are timed, and so on. Chapters 6 and 7 explain how to construct arguments, first for the First Government Team and then for the First Opposition Team. Chapters 8 and 9 cover Member Speeches and Whip Speeches. Even as students are completing Part Two, they may wish to attend tournaments where they will begin to apply the concepts they have studied.
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思辨精英：英语辩论-构筑全球视角 Chapter 5Worlds-Style Debate as a Model of Educational Debate
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Robert Trapp and Yang Ge
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Chapter Outline
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5.1 Parliamentary Systems and Worlds-Style Debate
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5.2 Worlds-Style Debate Format
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5.3 Responsibilities for Speakers in Worlds-Style Debate
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5.4 Summary
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5.5 Terms and Concepts from Chapter 5
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5.6 Discussion Questions for Chapter 5
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5.7 Exercise for Chapter 5
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5.1 Parliamentary Systems and Worlds-Style Debate
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Educational debate is usually modeled on some legislative system such as a congress or a parliament. In some cases, it is based on a legal model. The format of educational debate on which this book will focus is modeled on debate in parliamentary systems of government and is called Worlds-Style debate and sometimes, not surprisingly, British Parliamentary debate. This format is the most popular form of educational debate in the world. Beyond its popularity, it has been chosen as the format for this book for a variety of reasons. First, Worlds-Style debate is a lively and energetic format involving four teams of two people not only giving persuasive speeches, but also interacting with each other through questions and comments throughout the debate.1 Second, Worlds-Style debate is a format in which students can practice a variety of advocacy skills ranging from argument construction to refutation to organization to delivery. Third, because each Worlds-Style debate involves four two-person teams, eight people have the opportunity to actively participate in each debate. Eight participants stand in contrast to the two to four people who participate in other forms of debate. So, for educational and practical reasons, Worlds-Style debate provides an excellent format for educational debating and for that reason, is the focus of this book.
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