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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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2.1 The Ethical Debater
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2.2 Four Features of Debate
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2.3 Some Guidelines for Developing a Code of Ethics in Debate
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2.4 Summary
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2.5 Terms and Concepts from Chapter 2
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2.6 Discussion Questions for Chapter 2
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2.1 The Ethical Debater
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To debate well means to debate ethically. Throughout the centuries, philosophers, speakers and thinkers from both China and the United States have unequivocally declared that any excellent speaker cannot, by definition, be exceptional without operating from a high moral character adhering to an enduring, ethical code of conduct.
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For example, Chinese philosopher Mencius, who was himself an excellent speaker dismayed by the trickery and manipulation used by traveling advisors to the kings, declared that sincere speech(chengyan) was “the most effective, moral, and humane mode of expression to accomplish persuasion” (Lu, 1998: 175). Similarly, Roman orator Marcus Fabius Quintilian explicitly taught that while the orator must have knowledge of how to speak well and must achieve an artistic excellence in those skills, “the orator in Quintilian’s view must, above all, be a good man [or woman]” (Kennedy, 1999: 101). As debaters grapple with disputations, they are charged with a vital social responsibility for delineating the best arguments for and against essential civic issues. That social responsibility demands highly ethical practices to ensure the prosperity, growth, and sustenance of a society.
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Acting in ethical ways as a speaker and using ethical speech not only fulfills a social responsibility but also inherently supports an arguer’s purpose to persuade. Aristotle, an ancient Greek philosopher, names ethos as the character of the speaker, a character making the speaker “worthy of belief; for as a rule we trust men [and women] of probity more, and more quickly…”(Cooper, 1960: 8). Similarly, “according to The Analects,” one of Confucius’s four components of curriculum was xing, the practice and conducts of morality (Lu, 1998: 166).
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Xing Lu writes, “For Mencius, chengyan referred not only to sincere and honest speech, but also to an innate moral quality out of which sincere and honest speech naturally and powerfully arise in our efforts to influence one another… Therefore, [Mencius’s] understanding of chengyan was similar to Aristotle’s notion of ethos, in that chengyan is an indication of ethos and serves as the most effective means of persuasion” (Lu, 1998: 175). Exhortations that arguers practice morality and ethics can be found across both Eastern and Western traditions.
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Since ethics is a philosophy or system of morality and good conduct, arguers strive to improve their debating skills by developing habits to practice principles of ethical debating. Debaters can examine their own behavioral choices to discover unethical patterns they recognize and replace those practices with more ethical ones. Toward reducing unethical actions, debaters may usefully conceptualize debate as both making argumentation choices and making choices about how to communicate with others.
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