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University of Nebraska - Lincoln
Academic debates & debating; teaching methods; argument-counterargument integration; citizenship & ethics; University of Alabama (AL)—Honors College
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Claiming Debate’S Value For Honors Student Learning, Megan Snider Bailey
Claiming Debate’S Value For Honors Student Learning, Megan Snider Bailey
Journal of the National Collegiate Honors Council Online Archive
One reason that honors faculty often engage students in seminar discussions is to keep debate’s features of competition, argument, and discord at bay. Intentionally structured academic debate represents a transdisciplinary pedagogy capable of cultivating ethical and empathetic citizenship through critical and creative thinking. The author uses such debate in a seminar curriculum to engage multiple sides of a single, complex sociopolitical issue with students of different disciplinary backgrounds, thereby fostering new understandings of beliefs: what is believed, why it is believed, and how one might live in accord with one’s beliefs as an ethical citizen. Through research, writing, and oral …