Debating as a Teaching Technique
Bibliographic Data
| ID | 11062142 |
|---|---|
| Authors | Jean Scherz Huryn (corresponding author) |
| Year | 1986 |
| Volume | 14 |
| Issue | 4 |
| Pages | 266 |
| Publication date | 1986-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1318385 |
| OpenAlex | W2023073945 |
| Language | EN |
| Citations received | 7 |
| References cited | 3 |
Debating, when it consists of reasoned arguments for or against a proposition, becomes a means for decision making and enables people to make collective choices. Empirical research-facts, observations, and experiences-contribute to decision making but does not provide the answer to inferential questions which require interpretations, evaluations, and judgments. After confronting the flaws of research in sociology classes, the student is often perplexed as to how to seek knowledge and how society arrives at conclusions. experience gives the student some perception of how knowledge must be sought not only from empirical research but also from critical analysis in an argumentation format. Students learn not only how social scientists gather and analyze data, but how research can be used to support arguments and how to deal with the conflicting results often obtained. Educational debating has a long history, starting with the Chou Dynasty (1122-255 B.C.), the Sophists (400 B.C.), and Aristotle (384-322 B.C.). Protagoras of Abdera (481-411 B.C.) is considered the Father of Debate for organizing debates among his students in Athens. Therefore, debating is not a new teaching technique, although the intellectual challenge of formal debating which was a part of historical centers of learning, has lost its appeal in the last few decades. Sociology also has an excellent heritage of debating; many of the great theorists clarified their intellectual ideas in the process of informal debating. Weber's lectures challenged his students to debate the political issues of the time. Marx, as a young man, debated the fine points of Hegelian doctrine in the beer cellars of Berlin (Coser 1971). Through the use of debates, the major theoretical paradigms in sociology become clarified to the student. The emphasis of conflict found in the writings of Marx and Dahrendorf contrasted to the emphasis of consensus found in functionalism (Turner 1978) become exemplified in debating
Engineering ethics · Epistemology · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Education and Critical Thinking Development · Engineering · Law · Philosophy · Psychology
Teaching Techniques for Instructional Goals
Fostering Saudi EFL Learners’ Communicative, Collaborative and Critical Thinking Skills Through the Technique of In-Class Debate
The role of debate in cognitive development and development of civic awareness of young people - a qualitative analysis
Reflections on Teaching
Small Group Debates
Evaluating Students' Presentations with the Cops Form
Teaching Critical Thinking and Writing through Debates
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 1989 - 2023 (35) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |