topicality voting issues - sdi 2014

7/25/2019 Topicality Voting Issues - SDI 2014

1/29


2/29

Reasons T is a voting issue


3/29

Decisionmaking

A fundamental problem with the armatives perspective isthat it ignores that WE ARE ALL !L"#$ %A&ER'( Debatingabout alternative government policies is the best wa) to instilla %ET*!D !+ DE#"'"!,%A&",- that is useful in all parts oflife('mith. former debate coach at Wake +orest /niversit). 0(4/4/2007, Ross K., Challenge to the Community, https://mail.google.com/mail/?sha!"#in$o%, &')

olicy: a cou*se o+ action une*ta-en $y an agent. e a*e all policy ma-e*s ee*ytime e ecie to une*ta-e a cou*se o+ action. 'ost policies a*e nongoe*nmental. e hae an o$ligation to ou*seles an othe*s to $e goo policyma-e*s an aocates o+ goo policies hen ealing ith othe*s in ou* sphe*es o+in1uence.

olicy eli$e*ation an e$ate: a '356 +o* ma-ing an aocating $ette* policyecisions."ntercollegiate debate about /1L"# polic)2 a useful wa) of teaching the'&"LL' needed for successful use of a %ET*!D of making and advocatinggood decisions ( ublic polic) topics are especiall) useful because theresearch base is public( hile e coul e$ate a$out p*iate actions $y p*iateagents, e hae no ay o+ poiing eual access to the -ins o+ in+o*mation thatoul help ma-e those e$ates goo ones . There is a side bene3t that some ofwhat we learn about the public polic) topics sometimes informs our laterlives as citi4ens engaged in public deliberation regarding those samepolicies. but that is not the primar) reason that public polic) topics arenecessar).

8ny 3llis is a policy ma-e*. 5e ma-es ecisions a$out cou*ses o+ action +o* himsel+an +o*/ith othe*s. 9ut a topic a$out hat 8ny 3llis shoul o is inaccessa$le an,+*an-ly, la*gely none o+ ou* $usiness.9ut 8ny 3llis has $een ell se*e $y haing the t*aining in one o+ the $ette*methos o+ choosing among an aocating hatee* policies he is *esponsi$le +o*.

hat metho is policy e$ate.e$ate a$out pu$lic policy is a su$set o+ e$ate a$out policy, a subset that is5debatable5 because there is a common research base( The fact that thesub6ect matter is at a remove from us personnall) while still residing inthe 5public sphere5 is a feature. not a bug(
https://mail.google.com/mail/?shva=1#inboxhttps://mail.google.com/mail/?shva=1#inboxhttps://mail.google.com/mail/?shva=1#inboxhttps://mail.google.com/mail/?shva=1#inbox


4/29

The primar) purpose of debate should be to improve our skillsas decision7makers( We are all individual polic)7makers whomake choices ever) da) that a8ect us and those around us(We have an obligation to the people a8ected b) our decisionsto use debate as a method for honing these critical thinking

and information processing abilities(+reele) and'teinberg 9 (8ustin &. an ai ., &ohn Ca**oll ;nie*sity an;nie*sity o+ 'iami, 8*gumentation an e$ate: C*itical hin-ing +o* Reasoneecision 'a-ing, p. "4, google$oo-s)

8+te* see*al ays o+ intense e$ate, e *esient eo*ge .9ush to attac- @*a i+ =aam 5ussein *e+use to gie up eapons o+ massest*uction as *eui*e $y ;nite AationsBs *esolutions. e$ate a$out a possi$lemilita*y action against @*a continue in a*ious goe*nmental $oies an in thepu$lic +o* si% months, until *esient 9ush o*e*e an attac- on 9agha, $eginning

6pe*ation @*ai D*eeom, the milita*y campaign against the @*ai *egime o+ =aam5ussein. 5e i so espite the unillingness o+ the ;.A. =ecu*ity Council to suppo*tthe milita*y action, an in the +ace o+ signiine name 6; its Me*son o+ the ea*.MCong*atulationsN @ts selection as $ase on the pa*ticipation not o+ BBg*eat menM inthe c*eation o+ histo*y, $ut *athe* on the cont*i$utions o+ a community o+anonymous pa*ticipants in the eolution o+ in+o*mation. h*ough $logs. online


5/29

neto*-ing. ou u$e. Dace$oo-, 'y=pace, i-ipeia, an many othe* Mi-is,M-nolege an Mt*uthM a*e c*eate +*om the $ottom up, $ypassing the autho*ita*iancont*ol o+ nespeople, acaemics, an pu$lishe*s. e hae access to ine.E 'uch o+ the most signi(8ustin &. D*eeley is a 9oston $ase atto*ney ho+ocuses on c*iminal, pe*sonal inHu*y an ciil *ights la, 8A ai . =tein$e*g ,ectu*e* o+ Communication =tuies P ; 'iami, 8*gumentation an e$ate: C*itical

hin-ing +o* Reasone ecision 'a-ing pp4Q)

Debate is a means of settling di8erences,so there must be adifference of opinion or a

con;ict of interestbefore there can be a debate. "f ever)one is in agreementon a tact or valueor policy, there is no need for debate: the matter can be settled b)unanimous consent. Thus, for example, it would be pointless to attempt to debate "Resolved:That two plus two equals four," because there is simply no controversy about this statement. (ontroversy is an

essential prerequisiteof debate. !here there is no clash of ideas, proposals, interests, or expressed positions on

issues, there is no debate. n addition, debate cannot produce effective decisionswithoutclear identification of a question or questions to be answered. #or example, general argumentma) occur about the broad topic of illegal immigration. $ow manyille%al immi%rantsare in the &nited 'tates!hat is the impact of ille%al immi%ration and immi%rants on our economy !hat is their impact on


6/29

our communities Do they commit crimes Do they ta)e *obs from +merican wor)ers Do they pay taxes Do they require social

services s it a problem that some do not spea) n%lish s it the responsibility of employers to discoura%e ille%al

immi%rationby not hirin% undocumented wor)ers 'hould they have the opportunity- to %ain citienship Docs ille%al immi%ration

pose a security threat to our country Do ille%al immi%rants do wor) that +merican wor)ers are unwillin% to

do+re their ri%hts as wor)ers and as human bein%s at ris) due to their status +re they abused by employers, law enforcement,housin%, and businesses low are their families impacted by their status !hat is the moral and philosophical obli%ation of a nation

state to maintain its borders 'hould we build a wall on the /exican border, establish a national identification can0, orenforce existin% laws a%ainst employers 'hould we invite immi%rants to become &.'. citiens 'urely you can thin) of

many more concerns to be addressed by a conversation about the topic area of ille%al immi%ration.

1articipation in this "debate" is li)ely to be emotional and intense. $owever, it is not likel) to

be productive or useful without focus on a particular questionandidentification of a line demarcating sides in the controversy. To be discussed and resolved effectively,controversies must be stated clearl). Vague understandingresults in unfocuseddeliberation and poor decisions, frustration, and emotional distress, as evidenced by the failure of the &nited 'tates

on%ress to ma)e pro%ress on the immi%ration debateduring the summer of ?@@0.'omeone disturbed by the problem of the %rowin% underclass of poorly educated, socially

disenfranchised youths mi%ht observe, "1ublic schools are doin% a terrible *ob0 They are overcrowded, andmany teachers are poorly qualified in their sub*ect areas. ven the best teachers can do little more than stru%%le to maintain order in their

classrooms." That same concerned citien, facin% a complex ran%e of issues, mi%ht arrive at an unhelpful decision, such as "!e ou%ht to

do somethin% about this" or. worse. "t2s too complicated a problem to deal with." 3roups of concerned citiens worried

about the state of public education could *oin to%ether to express their frustrations, an%er, disillusionment,

and emotions re%ardin% the schools, but without a focus for their discussions, they could easily a%reeabout the sorry state of education without finding points of clarity or potential solutions.A gripesession would follow. 4ut if a precise question is posed5such as "!hat can be done to improve publiceducation"5then a more profitable area of discussion is opened upsimply by placing a focus on thesearch for a concrete solution step. 6ne or more *ud%ments can be phrased in the form of debate

propositions, motions for parliamentary debate, or bills for le%islative assemblies.The statements"Resolved: That the federal %overnment should implement a pro%ram of charter schools in at-ris) communities" and "Resolved: That the

state of #lorida should adopt a school voucher pro%ram" more clearly identify specific ways of dealin% with educational problems in a

mana%eable form, suitable for debate. They provide specific policies to be investi%ated and aid discussants in

identifyin% points of difference.

To have a productive debate. which facilitates effective decision makingbydirectin% and placing limits on the decisionto be made, the basis for argument shouldbe clearl) de3ned. f we merely tal) about "homelessness" or "abortion" or "crime27 or"%lobal warmin%" we are li)ely to have an interestin% discussion but not to establish profitable

basis for ar%ument. #or example, the statement 5Resolved2 That the pen ismightier than the sword5 is debatable. )et fails to provide much basisfor clear argumentation. f we ta)e this statement to mean that the written word is more effective than physicalforce for some purposes, we can identify a problem area: the comparative effectiveness of writin% or physical force for a specific

purpose.

+lthou%h we now have a general sub6ect, we have not yet stated a problem. It is still too broad, tooloosely worded to promote well-or%anied ar%ument. !hat sort of writin% are we concerned with5poems, novels,

%overnment documents, website development, advertisin%, or what !hat does "effectiveness" meanin this context !hat)ind of physical force is bein% compared5fists, duelin% swords, baoo)as, nuclear weapons, or what + more specific question mi%ht

be. "!ould a mutual defense treaty or a visit by our fleet be more effective in assurin% 8iurania of our support in a certain crisis" Thebasis for ar%ument could be phrased in a debate propositionsuch as "Resolved: That the &nited 'tatesshould enter into a mutual defense treatv with 8aurania." 9e%ative advocates mi%ht oppose this proposition by ar%uin% that fleet

maneuvers would be a better solution. This is not to say that debates should completely avoid creative

interpretationof the controversy by advocates, orthat good debates cannot occur overcompeting interpretations of the controversy in fact, these sorts of debates may be very engaging. The

point is that debate is best facilitated by the %uidance provided by focus on a particular point of

difference, which will be outlined in the followin% discussion.


7/29


8/29

'witch side debate goodEven if the resolution is wrong. having a devils advocate indeliberation is vitall) important to critical thinking skills andavoiding groupthink

%ercier and Landemore (5ugo an 5lSne, hilosophy, olitics an3conomics p*o+ P ; o+ enn, oli =ci p*o+ P ale, Reasoning is +o* a*guing:;ne*staning the successes an +ailu*es o+ eli$e*ation, olitical sychology,http://sites.google.com/site/hugome*cie*/pu$lications)

Reasonin% can function outside of its normal conditions when it is used purely internally. 4ut it is not enou%h for reasonin% to be

done in public to achieve %ood results. +nd indeed the problems of individual reasonin% hi%hli%hted above, such aspola*i>ation an oe*conation an oe*con


9/29

mechanisms and their interaction. #or these reasons, the present article should only be considered a firs t step towards more fined %rained predictions of when and why

deliberation is efficient. Turnin% now to the consequences of the present theory, we can note first that our emphasis on the efficiency of diverse %roups sits well with

another recent a priori account of %roup competence. +ccordin% to $on% and 1a%eKs Diversity Trumps +bility Theorem for example, under certain plausibleconditions, a diverse sample of moderately competent individuals will outperform a %roup of the most competent individuals ($on% E 1a%e, ;Y 'aste*s in Communication =tuies +*om a-e Do*est an =pecial*oHects 'anage* ith the 6Fces o+ 8l an ippe* o*e(9*a, Zee$ate[ 'mm entils, Chi-peas, an 'ohai*, 7""200U,http://.ntcea.com/pipe*mail/ee$ate/200U&uly/07QXX0.html)

8s someone ho has (at least tempo*a*ily) le+t e$ate to o pu$lic policy*elate*esea*ch, @ thin- 8ny oe*loo-s the $ene


10/29

alte*natie moels (though this is o+ten not the case), $ut unless you e%pect theactual channels o+ poe* li-e Cong*ess to $e simila*ly change, hat impact oesnont*aitional nonpolicy e$ate hae on the M*eal o*lM?

o *etu*n to the th*ust o+ 8nyBs o*iginal post, the*e a*e +e actiities @ oul *athe*see pu$lic money $e spent on than t*aining high school an college stuents int*aitional, sitch sies policy e$ate.

This turns their case at the most basic level777people willignore the A# because )ou dont give the other side a fairchance to respond'ichael /nderwood, summari4ing Ca*l *ovland, communication at ale;nie*sity, ?@@@(Psychology of Communication,.cultsoc-.ni*ect.co.u-/';5ome/cshtml/psy/holanX.html)

hethe* o* not you shoul inclue a*guments +o* an against you* case epense*y much on you* auience. @+ you -no that they al*eay ag*ee ith you, a onesie a*gument is uite accepta$le. @+ they a*e oppose to you* point o+ ie, then

a onesie message ill actually $e less eIectie, being dismissed as biased.3en i+ you* auience onWt -no much a$out the su$Hect, $ut o -no that the*ea*e counte*a*guments (een i+ they onWt -no hat they a*e) ill lea them to*eHect you* ies as $iase. 5olanWs inestigations into mass p*opagana use tochange solie*sW attitues also suggests that the intelligence o+ the *eceie*s is animpo*tant +acto*, a tosie a*gument tening to $e more persuasive ith amo*e intelligent auience.

'triving for change through debates fails because of theemphasis on winning B maintaining a resolutional focus is ke)Atchison and anetta. @9Y i*ecto* o+ e$ate at *inity ;nie*sity an

i*ecto* o+ e$ate at the ;nie*sity o+ eo*gia (&a**o, an 3a*,@nte*collegiate e$ate an =peech Communication: @ssues +o* the Dutu*e, he=age 5an$oo- o+ Rheto*ical =tuies, uns+o*, 8n*ea, e., 200T, p. X"7XX4)

he


11/29

inte*collegiate e$ate +*om the $eginning, an it oes not help +u*the* the goals o+the e$ate community to ismiss competition in the name o+ community change.

he la*ge* p*o$lem ith locating the e$ate as actiism pe*spectie ithin thecompetitie +*ameo*- is that it oe*loo-s the communal natu*e o+ the communityp*o$lem. @+ each iniiual e$ate is a ecision a$out ho the e$ate communityshoul app*oach a p*o$lem, then the losing e$ate*s $ecome collate*al amage in

the actiist st*ategy eicate toa* c*eating community change. 6ne +*ust*atinge%ample o+ this type o+ a*gument might inclue a Huge oting +o* an actiist teamin an eIo*t to help them *each elimination *ouns to gene*ate a communityiscussion a$out the p*o$lem. ;ne* this scena*io, the losing team se*es as asac*i


12/29

@n a tole*ant conte%t, conictions can still $e +o*me *ega*ing the app*op*iatenessan utility o+ iIe*ing alues. Responing to the cha*ge that sitchsie e$ate*sa*e hypoc*itical an sophistical, ines *espons ith a se*ies o+ p*opositions:=oun coniction epens upon a tho*ough une*staning o+ the cont*oe*sialp*o$lem une* consie*ation. . . . his tho*ough une*staning o+ the p*o$lem epensupon ca*e+ul analysis o+ the issues an su*ey o+ the maHo* a*guments an suppo*ting eience. . . ,

his measu*e analysis an e%amination o+ the eience an a*gument can $est $e one $y the ca*e+ul testing o+each a*gument p*o an con . . . .he lea*ne*Bs soun coniction coe*ing cont*oe*sial uestions Zthe*e+o*e[epens pa*tly upon his e%pe*ience in e+ening an/o* *eHecting tentatieaF*matie an negatie positions.MM=oun coniction, a -ey element o+ an iniiualBs mo*al ientity, is thus closely lin-eto a *easone assessment o+ $oth sies. =ome hae een suggeste that it oul$e immo*al not to *eui*e e$ate*s to e+en $oth sies o+ the issues. MM@t oes seemhypoc*itical to accept the$asic p*emise o+ e$ate, that to opposing accounts a*e p*esent on ee*ything, anthen to allo stuents the com+o*t o+ thei* on unteste conictions. e$ate might$e *ene*ing stuents a isse*ice, inso+a* as mo*al eucation is conce*ne, i+ it i not p*oie themsome -nolege o+ alte*natie ies an the concomitant st*ength o+ a *easonemo*al coniction.

Even %alcolm understood the value of switch side debate Bhed take the side of his opponents in order to betterunderstand their arguments and later defeat them(1ranham 9(Ro$e*t, *o+esso* Rheto*ic at 9ates College, 8*gumentation an8ocacy, \@ as one 6n e$atingB: 'alcolm ]Bs *ison e$ates 8n u$licCon+*ontations, inte*, ol. X", no. X, p.""7)

8s 'alcolm ] sought ne outlets +o* his heightene political consciousness, hetu*ne to the ee-ly +o*mal e$ates sponso*e $y the inmate team. M'y *eaingha my min li-e steam une* p*essu*e,M he *ecounteG M=ome ay, @ ha to sta*t

telling the hite man a$out himsel+ to his +ace. @ ecie to o this $y putting myname on to e$ateM ("TLQ$, p. "U4). 'alcolm ]Bs p*ison e$ate e%pe*iencealloe him to $*ing his nely acui*e histo*ical -nolege an c*itical ieology to$ea* on a ie a*iety o+ social issues. Mhichee* sie o+ the selecte su$Hect asassigne to me, @B t*ac- on an stuy ee*ything @ coul


13/29

+unFarticipation

Rules are ke) to harness the educational value of intellectualcontests B this accesses the educational value of funrensk) @Y @nte*nationally acclaime spea-e*, *ite*, consultant, an esigne*in the c*itical a*eas o+ eucation an lea*ning, Doune*, C36 an C*eatie i*ecto*o+ games2t*ain.com, +o*me* ice p*esient at the glo$al


14/29

+un debate is a prere:uisite to education and retentionrensk) @Y @nte*nationally acclaime spea-e*, *ite*, consultant, an esigne*in the c*itical a*eas o+ eucation an lea*ning, Doune*, C36 an C*eatie i*ecto*o+ games2t*ain.com, +o*me* ice p*esient at the glo$al


15/29

Limits+ailure to enforce limits will kill novice debate and eventuall)entire programs(Rowland >G(Ro$e*t C., e$ate Coach Y 9aylo* ;nie*sity, opic =election in e$ate, 8me*ican Do*ensics in e*spectie, 3. a*son, p.QXQ4, n-H)

he e. his ecline inpolicy e$ate is tie , many in the o*- g*oup $eliee, to e%cessiely $*oa topics. hemost o$ious cha*acte*istic o+ some *ecent policy e$ate topics is e%t*eme $*eath. 8 *esolution calling +o* *egulation o+ lan use lite*ally an


16/29

DogmatismDebate has uni:ue potential to change attitudes and growcritical thinking skills because it forces pre7round internaldeliberation on a of a focused. common ground of debate

-oodin and ,ieme)er C8ust*alian Aational ;nie*sity(Ro$e*t 3. an =imon &., hen oes eli$e*ation 9egin? @nte*nal Re1ection e*susu$lic iscussion in eli$e*atie emoc*acy, 6@@C8 =;@3=: 200X J6 Q",L27YL4T, http://onlineli$*a*y.iley.com/oi/"0.""""/H.00X2X2"7.200X.004Q0.%/p+,tm)

hat happene in this pa*ticula* case, as in any pa*ticula* case, as in some*espects peculia* unto itsel+. he p*o$lem o+ the 9loome a*oun them. @n this ci*cumstance, the eIect o+ the in+o*mation phase o+eli$e*atie p*ocesses as to $*ush aay those highly pola*i>e attitues, ispel

the myths an sym$olic postu*ing on $oth sies that ha come to ominate thee$ate, an li$e*ate people to act upon thei* attitues toa* the p*otection o+*ain+o*est itsel+. he -ey point, +*om the pe*spectie o+ emoc*atic eli$e*ationithinW, is that that happene in the ea*lie* stages o+ eli$e*ation Y $e+o*e the+o*mal iscussions (LdeliberationsK, in the discursive sense? of the *ury process ever be%an. The simple process of *urors seein% the site forthemselves, focusin% their minds on the issues and listenin% to what experts had to say did virtually all the wor) in chan%in% *urorsK attitudes. Tal)in% amon%

themselves, as a *ury, did very little of it. $owever, the same mi%ht happen in cases very different from this one. 'uppose that instead of hi%hly polaried symbolic

attitudes, what we have at the outset is mass i%norance or mass apathy or non-attitudes. There a%ain, peopleKs en%a%in% with the issue M focusin% on it, acquirin%

information about it, thin)in% hard about it M would be somethin% that is li)ely to occur earlier rather than later in the deliberative process. +nd more to our point, it is

somethin% that is most li)ely to occur within individuals themselves or in informal interactions, well in advance of any formal, or%anied %roup discussion. There is

much in the lar%e literature on attitudes and the mechanisms by which they chan%e to support that speculation.J@ onsider, for example, the literature on LcentralK

versus LperipheralK routes to the formation of attitudes. 4efore deliberation, individuals may not have %iven the issue much thou%ht or bothered to en%a%e in an

extensive process of reflection.J; n such cases, positions may be arrived at via peripheral routes, ta)in% co%nitive shortcuts or arrivin% at Ltop of the headK conclusions

or even simply followin% the lead of others believed to hold similar attitudes or values (8upia, @FFI?. These shorthand approaches involve the use of available cues

such as LexpertnessK or LattractivenessK (1etty and acioppo, @F=G? M not deliberation in the internal-reflective sense we have described. !here peripheral shortcuts areemployed, there may be inconsistencies in lo%ic and the formation of positions, based on partial information or incomplete information processin%. n contrast,

LcentralK routes to the development of attitudes involve the application of more deliberate effort to the matter at hand, in a way that is more a)in to the internal-

reflective deliberative ideal. mportantly for our thesis, there is nothin% intrinsic to the LcentralK route that requires %roup deliberation. Research in this area stresses

instead the importance simply of Lsufficient impetus K for en%a%in% in deliberation, such as when an individual is stimulated by personal involvement in the issue.JJ

The same is true of Lon-lineK versus Lmemory-basedK processes of attitude chan%e.JIhe suggestion he*e is that e lea ou*o*ina*y lies la*gely on autopilot , oing *outine things in *outine ays ithoutmuch thought o* *e1ection. hen e come ac*oss something neW, e upate ou**outines Y ou* *unningW $elie+s an p*o ceu*es, attitues an ealuations Yacco*ingly . 9ut haing upate, e then *op the impetus +o* the upate intoeepsto*e memo*yW. 8 conseuence o+ this p*oceu*e is that, hen as-e in theo*ina*y cou*se o+ eents hat e $elieeW o* hat attitue e ta-eW toa*something, e easily *et*iee hat e thin- $ut e cannot so easily *et*iee the*easons hy. hat mo*e +ully *easone assessment Y the so*t o+ thing e hae $eencalling inte*nal*e1ectie eli$e*ation Y *eui*es us to call up *easons +*om sto*e

memo*y *athe* than Hust consulting ou* *unning online summa*y HugmentsW. ruciallyfor our present discussion, once a%ain, what prompts tha t shift from online to more deeply reflective deliberation is not necessarily interpersonal discussion. Theimpetus for fixin% oneKs attention on a topic, and retrievin% reasons from stored memory, mi%ht come from any of a number sources: %roup discussion is only one. +nd

a%ain, even in the context of a %roup discussion, this shift from LonlineK to Lmemory-basedK processin% is li)ely to occur earlier rather than later in the process, often

before the formal discussion ever be%ins. +ll this is simply to say that, on a %reat many models and in a %reat many different sorts of settin%s, it seems li)ely thatelements o+ the p*eiscu*sie p*ocess a*e li-ely to p*oe c*ucial to the shaping an*eshaping o+ peopleWs attitues in a citi>ensW Hu*ystyle p*ocess. he initial p*ocesseso+ +ocusing attention on a topic , p*oiing in+o*mation a$out it an initing peopleto thin- ha* a$out it is likel) to provide a strong impetus to internal7re;ective deliberation . altering not 6ust the information people have about
http://onlinelibrary.wiley.com/doi/10.1111/j.0032-3217.2003.00450.x/pdfhttp://onlinelibrary.wiley.com/doi/10.1111/j.0032-3217.2003.00450.x/pdf


17/29

the issue but also the wa) people process that information and henceHperhapsI what the) think a$out the issue. !hat happens once people have shifted intothis more internal-reflective mode is, obviously, an open question. /aybe people would then come to an

easy consensus, as they did in their attitudes toward the Daintree rainforest.J> 6r maybe people would

come to diver%ent conclusions and they then may (or may not? be open to ar%ument and counter-

ar%ument, with tal) actually chan%in% minds. 6ur claim is not that %roup discussion will always matter as

little as it did in our citiensK *ury.JG 6ur claim is instead merely that the earliest steps in the *ury processM the sheer focusin% of attention on the issue at hand and acquirin% more information about it, and the

internal-reflective deliberation that that prompts M will invariably matter more than deliberative democrats

of a more discursive stripe would have us believe. $owever much or little difference formal %roup

discussions mi%ht ma)e, on any %iven occasion, the pre-discursive phases of the *ury process will

invariably have a considerable impact on chan%in% the way *urors approach an issue. #rom itiensK

Nuries to 6rdinary /ass 1olitics n a citiensK *ury sort of settin%, then, it seems that informal, pre-%roup

deliberation M Ldeliberation withinK M will inevitably do much of the wor) that deliberative democrats

ordinarily want to attribute to the more formal discursive processes. !hat are the preconditions for that

happenin% To what extent, in that sense, can findin%s about citiensK *uries be extended to other lar%er orless well-o*e*e eli$e*atie settings? 3en in citi>ensW Hu*ies, eli$e*ation ill o*-only i+ people a*e attentie, open an illing to change thei* mins as app*op*iate.

=o, too, in mass politics. @n citi>ensW Hu*ies the nee to pa*ticipate (o* theanticipation of participatingI in formall) organi4edgroupdiscussions might be the Jprompt that evokes those attributes. 9utthe*e might $e many othe* possi$le p*omptsW that can $e +oun in less +o*mallyst*uctu*e masspolitical settings. 5e*e a*e a +e aysciti>ensW Hu*ies (an allcognatemic*oeli$e*atie p*ocesses)X7 might $e iIe*ent +*om masspolitics,an in hich lessons *an +*om that e%pe*ience might not the*e+o*eca**y oe* to o*ina*y politics: b 8 citi>ensW Hu*y concent*ates peopleWs minson a single issue . 6*ina*y politics inole many issues at once. b 8 citi>ensWHu*y is o+ten supplie a $ac-g*oun$*ieensW Hu*y sepa*ates the p*ocess o+ acui*ing in+o*mation +*om that o+ iscussing the issues. @n o*ina*y mass politics, thosep*ocesses a*e ina*ia$ly inte*tine. b 8 citi>ensW Hu*y is p*oie ith a set o+ e%pe*ts. hey can $e uestione, e$ate o*iscounte. 9ut the*e is a st*ictly limite set o+ competing e%pe*tsW on the same su$Hect. @n o*ina*y mass politics, claims ansou*ces o+ e%pe*tise o+ten seem i*tually limitless, alloing +o* much g*eate* selectie pe*ceptionW. b a*ticipating in somethingcalle a citi>ensW Hu*yW eo-es ce*tain e*y pa*ticula* no*ms: no*ms conce*ning the impa*tialityW app*op*iate to Hu*o*sG no*msconce*ning the common gooW o*ientation app*op*iate to people in thei* capacity as citi>ens.XU he*e is a e*y iIe*ent ethos ato*- in o*ina*y mass politics, hich a*e typically *ien $y 1ag*antly pa*tisan appeals to sectional inte*est (o* utte* isinte*est an

ote* apathy). b @n a citi>ensW Hu*y, we think and listen in anticipation of thediscussion phase. knowing that we soon will have to defend ourviews in a discursive setting where the) will be probedintensivel).XT @n o*ina*y masspolitical settings, the*e is no such incentie +o*paying attention. @t is pe*+ectly t*ue that citi>ensW Hu*ies a*e specialW in all thoseays. 9ut i+ $eing special in all those ays ma-es +o* a $ette* Y mo*e

*e1ectieW, mo*e eli$e*atieW Y political p*ocess, then those a*e esign+eatu*es that e ought t*y to mimic as $est e can in o*ina*y mass politicsas ell. he*e a*e a*ious ays that that might $e one. 9*iee, ith a ay ee*y +e months $eing gien oe* to small meetings in local schools to iscusspu$lic issues. 8ll that is p*etty isiona*y, pe*haps. 8n (although it is clea*ly $eyon the scope o+ the p*esent pape* to e%plo*e themin epth) the*e a*e ou$tless many othe* mo*eo*less isiona*y ays o+ int*oucing into *ealo*l politics analogues o+ theelements that inuce citi>ensW Hu*o*s to p*actice emoc*atic eli$e*ation ithinW, een $e+o*e the Hu*y iscussion gets une*ay.5e*e, e hae to content ou*seles ith ienti+ying those +eatu*es that nee to $e *eplicate in *ealo*l politics in o*e* to


18/29

achiee that goal Y an ith the possi$ility theo*emW that is esta$lishe $y the +act that (as s-etche immeiately a$oe) the*e is atleast one possi$le ay o+ oing that +o* each o+ those -ey +eatu*es.

Debates that forces students to take a particular position on apolitical issue helps gain greater insight into contemporar)

world issues( "t moves the debate from stale argument overprinciples to real world polic) anal)sis(

Ko)ner 99 rof of "nternational Law(Ch*istophe* C.Ko)ner is a *o+esso*o+ @nte*national a in the oe*nment epa*tment at eo*geton ;nie*sity,=p*ing, ZQ @=8 & @ntBl V Comp X77[)

;se o+ the e$ate can $e an eIectie peagogical tool +o* eucation in the social sciences. e$ates, li-e othe* *oleplaying simulations,help stuentsune*stan iIe*ent pe*specties on a policy issue $y aopting a pe*spectie asthei* on. 9ut, unli-e othe* simulation games, e$ates o not *eui*e that a stuent pa*ticipate i*ectly in o*e* to *eali>e the $eneing in inte*national *elations, much less to the ae*age une*g*auate. 9y assessing the *ole o+inte*national la in ;nite =tates +o*eign policy ma-ing, stuents *eali>e that ;nite =tates actions o not alays measu*e up to inte*national legal e%pectationsG that at times,inte*national legal st*ictu*es get comp*omise +o* the sa-e o+ pe*ceie national inte*ests, an that concepts an p*inciples o+ inte*national la, li-e omestic la, can $e inte*p*ete antiste in o*e* to Husti+y ;nite =tates policy in a*ious inte*national ci*cumstances. @n this ay, the e$ate +o*mat gies stuents the $ene


19/29

olic) anal)sis is necessar) to develop critical thinking skillsthat isnt promoted b) methodological focus 777 checksdogmatism&eller. Whittaker. and 1urke Zhomas 3., &ames K., an *acy K., 8sst. p*o+esso* =chool o+=ocial =e*ice 8minist*ation ;. o+ Chicago, p*o+esso* o+ =ocial o*-, an octo*al stuent =chool o+ =ocial o*-,=tuent e$ates in policy cou*ses: p*omoting policy p*actice s-ills an -nolege th*ough actie lea*ning,Journalof Social Work Education, =p*/=umme*, 39=C6host[

olicy p*actice encompasses social o*-e*sB MeIo*ts to in1uence the eelopment, enactment, implementation, o*assessment o+ social policiesM (&ansson, "TT4, p. U). 3Iectie policy p*actice inoles analytic actiities, such aseing policy options, an c*eating policyp*oposals (&ansson, "TT4). @t also inoles pe*suasie actiities intene to in1uence opinions an outcomes, suchas iscussing an e$ating issues, o*gani>ing coalitions an tas- +o*ces, an p*oiing testimony. 8cco*ing to

&ansson ("TU4,pp. Q7QU),social o*-e*s *ely upon


20/29

o*- stuents +o* policy inte*ention (ea* V atti, "TU"G &ansson, "TU4, "TT4G'ahaIey V 5an-s, "TU2G 'c@nnisitt*ich, "TT4). he cu**iculum stana*s o+ theCouncil on =ocial o*- 3ucation (C=3) *eui*e the teaching o+ -nolege ans-ills in the political p*ocess (C=3, "TT4). ith this +o*mal e%pectation o+ policyeucation in schools o+ social o*-, the $est inst*uctional methos must $eemploye to ensu*e stuents acui*e the *euisite policy p*actice s-ills an

pe*specties.he autho*s $eliee that st*uctu*e stuent e$ates hae g*eat potential +o*p*omoting competence in policy p*actice an inepth -nolege o+ su$stantietopics *eleant to social policy. i-e othe* inte*actie assignments esigne to mo*eclosely *esem$le M*ealo*lM actiities, issueo*iente e$ates actiely engagestuents in cou*se content . e$ates also allo stuents to eelop an e%e*cises-ills that may t*anslate to political actiities, such as testi+ying $e+o*e legislatiecommittees. Dinally, an pe*haps most impo*tantly, e$ates may help to stimulatec*itical thin-ing $y sha-ing stuents +*ee +*om esta$lishe opinions an helpingthem to app*eciate the comple%ities inole in policy ilemmas .R.. aul (as cite in am$*ill, "TT7) states that c*itical thin-e*s ac-nolege the impe*atie to a*gue +*om opposing points o+ ie an to see-

to ienti+y ea-ness an limitations in oneBs on position. C*itical thin-e*s a*e aa*e that the*e a*e many legitimate points o+ ie, each o+ hich (hen thought th*ough) may yiel some leel o+ insight. (p. "2L)

&ohn eey, the philosophe* an eucational *e+o*me*, suggeste that the initialaance in the eelopment o+ *e1ectie thought occu*s in the t*ansition +*omholing e ispa*ateies into a pu*pose+ul *esolution (Kol$, "TU4G e**y, "T70). 6n the one han,clinging to the ce*tainty o+ oneBs $elie+s *is-s ogmatism, *igiity, an the ina$ilityto lea*n +*om ne e%pe*iences. 6n the othe* han, i+ oneBs opinion is alte*e $yee*y ne e%pe*ience, the *esult is insecu*ity, pa*alysis, an the ina$ility to ta-eeIectie action. he eucato*Bs *ole is to help stuents eelop the capacity toinco*po*ate ne an sometimes con1icting ieas an e%pe*iences into a cohe*entcognitie +*ameo*-. Kol$ suggests that, Mi+ the eucation p*ocess $egins $y$*inging out the lea*ne*Bs $elie+s an theo*ies, e%amining an testing them, anthen integ*ating the ne, mo*e *e


21/29

A discussion of speci3c polic)7:uestions is crucial for skillsdevelopment777we control uni:ueness2 universit) studentsalread) have preconceived and ideological notions about howthe world operates777government polic) discussion is vital toforce engagement with and resolution of competing

perspectives to improve social outcomes. however thoseoutcomes ma) be de3ned777and. it breaks out of traditionalpedagogical frameworks b) positing students as agents ofdecision7makingEsberg = 'agan ?&ane 3s$e*g is special assistant to the i*ecto* at Ae

o*- ;nie*sityBs Cente* on. @nte*national Coope*ation. =he as the inne* o+ 200TDi*estone 'eal, 8A =cott =agan is a p*o+esso* o+ political science an i*ecto* o+=tan+o*Bs Cente* +o* @nte*national =ecu*ity an Coope*ation A36@8@AA6AR6@D3R8@6A: =chola*ship, eagogy, an Auclea* eapons olicy, 2/"7 heAonp*oli+e*ation Reie, "T:", TQ"0U

These %overnmentor quasi-%overnment thin) tan) simulationsoftenprovidevery similar lessons for hi%h-level players as are

learned by students in educational simulations. 3overnment participants learn aboutthe importance of understanding foreign perspectives,the need to practice internal coordination,and the necessity tocompromise and coordinatewith other %overnments in ne%otiations and crises. Durin% the old !ar, political scientist Robert /andel noted how crisis exercisesand

war %ames forced%overnment officials to overcome bureaucratic myopia,KKmovin% beyond their normalor%aniational roles and thinking more creativel)about how others mi%ht react in a crisisor conflict.G Theskills of imaginationand thesubsequent ability to predict foreign interestsand reactions remain critical for real-world foreign policy makers. #or example, simulations of the ranian nuclear

crisis7held in ;


22/29

+ocus on polic) making"nvestigating olic) implications are necessar) to test theor)a legitimate proposal must describe the conse:uences ofimplementing speci3c change because rhetorical criticism can

make the world worsethe impact is education and it turns thecase+eaver (ete*, 8sst. *o+ o+ olitical =cience at u-e ;nie*sity, entyDi*st Centu*y eapons *oli+e*ation,p "7U)

8t the same time, i*tually all goo theo*y has implications +o* policy. @nee, i+ noconceia$le e%tension o+ the theo*y leas to insights that oul ai those o*-ingin the *eal o*lW, hat can $e gooW a$out goo theo*y? @gno*ing the policyimplications o+ theo*y is o+ten a sign o+ intellectual la>iness on the pa*t o+ thetheo*ist. @t is ha* o*- to lea*n a$out the policy o*l an to ma-e the connections+*om theo*y to policy. 6+ten, the s-ill sets o not t*ans+e* easily +*om one omain toanothe*, so a +o*mia$le theo*ist can sho em$a**assing naiete hen it comes to

the policy omainhe o* she putatiely stuies. 6+ten, hen the policy implications a*econsie*e, 1as in the theo*y (o* at least in the p*esentation o+ the theo*y) a*euncoe*e. hus, +ocusing attention on policy implications shoul lea to $ette*theo*i>ing. he gap $eteen theo*y an policy is mo*e *heto*ic than *eality. 9ut*heto*ic can c*eate a *ealityYo* at least c*eate an unesi*a$le -in o+ *ealityYhe*epolicy ma-e*s ma-e policy though igno*ant o+ the p*o$lems that goo theo*y oul e%pose, hile theo*istsspin a*cana ithout a ie to p*oucing something that matte*s. @t is the*e+o*eincum$ent on those o+ us ho stuy p*oli+e*ationYa topic that *aises inte*esting animpo*tant uestions +o* $oth policy an theo*yYto $*ing the communities togethe* .5appily, the $est o*- in the p*oli+e*ation


23/29

AT %inorit) participation is more important than TThe act of creating di8erent standards for di8erent groupslocks in socioeconomic disadvantages instead of working toovercoming them(

archer G B+o*me* i*ecto* o+ e$ate at eo*geton (&eI, he @gno*ance*oHect, http://.ntcea.com/pipe*mail/ee$ate/20048p*il/0QQTUX.html)

a*ning: @+ you suspect hat @ hae to say ill piss you oI you a*e almost ce*tainly co**ect. @+ you a*e tempte to ta-e it pe*sonally Hust imagine @ sai

you* plan oul cause a nuclea* a* *athe* than signi


24/29

anyone ho thin-s itBs too ha* can still choose anothe* actiity li-e +o*ensics o*pa*li. he status uo soles you* $a**ie* a*guments . 8n i+ e$ate oes change o* ie out itBs ha* +o* me tosee ho e a*e $ette* oI. =houl e close on '@ $ecause, ell, itBs Hust too ha* +o* somestuents to get in an een ha*e* to compete once they hae. Je*y +e $lac-s get in an succeethe*e a+te* all. 'ay$e e shoul Hust shut it on o* tu*n it into a community college in the inte*sts o+ euality. .=. @+ you a*e tempteto attac- me Hust to 1ash you* p*og*essie c*eentials please inclue in you* post

an e%planation o+ hat e%actly is p*og*essie a$out eucational meioc*ity. @ illalays $eliee that eucation is the g*eat euali>e* an that the*e is nothing soange*ous as the notion that all t*uth is a p*ouct o+ poe*. he +o*me* is ou* g*eathope, the latte* is unilate*al su**ene*.


25/29

AT What switch side polic) debaters have gone onto do an)thing useful

,eal &at)al debated at Lo)al Academ) and Dartmouth B he

argued and won a case in the 'upreme #ourt that challengedthe polic) of militar) tribunals at -uantanamo 1a)(-eorgetown(edu no date cited(http://.la.geo*geton.eu/+aculty/-atyalneal-.c+m#, accesse 2"0"4, tm)

hile teaching at eo*geton, Katyal on 5aman . Rums+el in the ;nite =tates=up*eme Cou*t, a case that challenge the policy o+ milita*y t*ials at uantanamo9ayAaal =tation, Cu$a.he =up*eme Cou*t sie ith him $y a QX ote,


26/29

to a o*l o+ +acts an ieas Y $oth $ig an small Y an p*oies stuents ith the necessa*y analytical tools to*ecogni>e the *elationships an concepts that connect them. hen stuents put these s-ills to o*- $e+o*e a Hugein a competitie e$ate *oun, the e$ate $ecomes a mic*ocosm o+ the o*l many laye*s inha$it ee*y ay.Ehetime is pa*ticula*ly *ipe +o* *ecogni>ing the impo*tant *elationship $eteen e$ate an the la. 3en as many ;tahlaye*s can loo- to e$ate as p*oiing the +ounation +o* thei* su$seuent legal ca*ee*s, e$ate p*og*ams in someo+ ;tahWs pu$lic schools a*e in *eal t*ou$le. *og*ams that once 1ou*ishe a*e no st*uggling to su*ie Y the ictimso+ eoling stana*s +o* acaemic achieement an slim $ugets that st*ain *esou*ces +o* e%t*acu**icula* actiitiesli-e e$ate. Do* e%ample, the e$ate p*og*am at 9*ighton 5igh =chool Y once a ;tah poe*house Y has $een

eliminate altogethe*. 8s e$ate loses g*oun gene*ally, the oppo*tunity to e%pan the actiity among stuentsthat may $e most in nee o+ the oppo*tunities e$ate p*oies is also lost. he ;tah 9a* an its mem$e*ship,hoee*, can ma-e a iIe*ence in *ee*sing these t*ens.E'any cu**ent mem$e*s o+ the ;tah =tate 9a* e*e oncee$ate*s. 8s a +o*me* high school an college e$ate* mysel+, @ ecie to conuct a $*ie+ su*ey o+ a +e o+ ;tahWsothe* e$ate*/laye*s to collect thei* thoughts on the *elationship $eteen e$ate an the la.2 he +ecomments inclue he*e li-ely echo the ies o+ many othe* mem$e*s o+ the 9a*. ERich . 5umphe*ysE9e+o*e$eginning his legal p*actice, Rich 5umphe*ys o+ Ch*istensen V &ensen, .C. as a e$ate* at 6*em 5igh =chool anlate* at 9*igham oung ;nie*sity. e$ate, in his ie as +a* mo*e eIectie in p*epa*ing Zhim[ +o* Zhis[ p*o+essionas a litigato* than any o+ Zhis[ specie it into an eFcient an meaning+ul sho*t p*esentationG (X) hoto a*t+ully an pe*suasiely p*esent in+o*mationG (4) ho to t*ain my min to thin- in aancea$out the possi$le opposing uestions o* iepoints an $e p*epa*e tomeaning+ully *espon to them(+o* e%ample, hen @ p*epa*e to t*y a case, @ p*epa*e iIe*ent casep*esentations, epening on ho the Huge may *ule on the amissi$ility o+ cont*oe*te eience o* ho thee+ense may p*esent its case Y e$ate int*ouce me to an helpe me succee ith this p*ocess)G (Q) to $ecom+o*ta$le an con


27/29

une*staning a$out ha* ieas. Ee$ate also playe a e*y signie +o* peagogical nec*omancy. Ee$ate as aRelate3ucationEhe common theme *unning th*ough the comments o+ these p*actitione*s, schola*s, an Huges is thate$ate eelops impo*tant s-ills that t*anscen the typical class*oom e%pe*ience an t*anslate e%ceptionally ellinto legal p*actice. hese s-ills inclue eeloping the capacity +o* c*itical thin-ing, inc*easing the comp*ehension o+su$stantie in+o*mation, eeloping $*oa o*gani>ational s-ills, an p*oiing the oppo*tunity to ma-e pe*suasiep*esentations that emonst*ate an app*eciation an une*staning o+ these s-ills. @n the conte%t o+ a e$ate *oun,stuents must *ely on $oth c*itical thin-ing an an a$ility to apply su$stantie -nolege in o*e* to succee.=tuents must lea*n to p*esent the most eIectie a*gument ithin the $ouns o+ the accepte *ules an timeconst*aintsG they must lea*n ho to a*gue +*om the eience, *athe* than +*om pe*sonal opinionsG an they mustlea*n ho to thin- an *espon uic-ly, $ut ca*e+ully, to une%pecte a*guments, as ell as to eoling eents in achanging o*l.Eith these pe*specties in min, it is +ai* to conclue that e$ate shoul p*ope*ly $e consie*e a+o*m o+ la*elate eucation, an p*omote as such. Aot ee*yone may call thei* e$ate coach to atten thei*moot cou*t session to p*epa*e +o* an a*gument $e+o*e the =up*eme Cou*t. @n a *eal sense, hoee*, laye*s ith a

$ac-g*oun in e$ate ca**y the s-ills they lea*ne in e$ate into ee*y a*gument they atten.E

oo-ing Do*a*:Doste*ing the 9a*Ws 3ngagement ith e$ateEecaes ago, the 9a* sponso*e an annual e$ate tou*nament +o*high school stuents he*e in ;tah calle the ;tah =tate 9a* e$ate ou*nament. he eent as e*y popula*among ;tahWs high school e$ate p*og*ams. Do* un-non *easons, the 9a*Ws sponso*ship o+ that tou*nament enea$*uptly in the mi "TU0Ws. @n 200Q, th*ough the sponso*ship eIo*ts o+ the 9a*Ws oung aye*s iision () anthe 9a*Ws itigation =ection, the 9a*Ws inolement in high school e$ate +oun ne li+e, an the oung aye*se$ate ou*nament as $o*n. Ao in its secon yea*, the oung aye*s e$ate ou*nament has $*ought togethe*hun*es o+ stuents +*om mo*e than to o>en ;tah schools to pa*ticipate in a ee-en o+ intense scholasticcompetition. 5ighlighting the oe*lap $eteen e$ate an the 9a*, the tou*nament has $een o*gani>e so that apanel compose o+ laye*s ho e*e once e$ate*s se*e as Huges +o* the


28/29

#overstone debated at %1A and then Wake +orest and now heworks to improve educational opportunities in ,ashville(-ra)don and Rau 9 (8my *iFth an Aate, ean eno*ses Coe*stone +o*cha*te* schools Ho$, http://nashillecitypape*.com/content/citynes/eaneno*sescoe*stonecha*te*schoolsHo$, &une 2U, tm)

=chool $oa* mem$e* 8lan Coe*stone has consie*e *esigning his seat on the $oa* toaccept a ne 'et*o Aashille u$lic =chools position oe*seeing the implementationo+ ne cha*te* schools policies.E=houl he ta-e the plunge, heWll hae onep*ominent suppo*te*.E'ayo*Ka*l ean sai D*iay that he thin-s Coe*stone oul$e a goo match +o* the Ho$. he ne position coul $e a sta*ting point +o* $uilingthe -in o+ incu$ato* ean hopes Aashille ill c*eate +o* highuality cha*te*schools.E5e oul ce*tainly $e some$oy ho oul $e ieal +o* that, since heas a st*ong aocate +o* cha*te* school *e+o*m in ennessee, ean sai. @Wm g*ati


29/29

(8lan 5., 8cting on 8ctiism: Reali>ing the Jision o+ e$ate ith *osocial @mpact,ape* p*esente at the Aational Communication 8ssociation 8nnual Con+e*ence,""/"7/0Q)

u*ely *epa*ato*y eagogy?'any hae a*gue the alue o+ an acaemic oasis in hich to lea*n the s-ills o+ pu$lic pa*ticipation

(Coe*stone, "TTQG Da**an, 2000G 'itchell V =u>u-i, 2004). @nolement in contest e$ates,especially those hose inne*s *ely heaily on up to the minute *esea*ch an ailyinolement in the political an acaemic iscou*se o+ the ay, ithout uestionoIe*s a leel o+ p*epa*ation +o* p*osocial actiism selom su*passe in anyeucational institution toay. 'itchell ag*eesthat the s-ills eelopein contest e$atesa*e inc*ei$ly use+ul as s-ills applie in pu$lic iscou*se ('itchell, 2004, p. "0), anpoliticalnes, aocacy g*oups, legal p*oceeings, acaemic institutions, an co*po*ate$oa**ooms a*e litte*e ith -ey

topicality voting issues - sdi 2014

Documents