Discuss the advantages and disadvantages of a debate.
Resource: “The debate strategy calls for significant student responsibility and preparation, for both debaters and the audience. Debaters are required to thoroughly research the issue and the position taken for the argument. Challenges for students that were discovered by Boyd, Baliko, and Polyakova-Norwood (2015) were that they may lack writing skills or the ability to conduct thorough literature searches. Students should be encouraged to explore literature outside of their professional field, such as the areas of business or sociology. From this preparation, they formulate a succinct and effective presentation. Oral debaters are expected to practice speaking skills and to prepare supporting materials for the presentation. The debate group provides an appropriate reading list for the other class members. Those students take the responsibility to read about the issue prior to the presentation, so they understand the issue and participate effectively in the discussion. Lack of preparation on the part of team members leads to inadequate presentation of the issue and superficial discussion. In contrast, students who are acquainted with the opposing team members may collaborate and develop a “planned” debate to maximize opportunity for a successful outcome. While this may be difficult to discover on the part of the instructor, it clearly is an example of academic dishonesty.
The debate causes students to clearly classify an issue as one that is right or wrong, or answered yes or no. Many topics have no conclusions or answers, and thus may impose a false dualism. Students may have to defend a position to which they are not clearly committed. Students with strong moral beliefs about an issue may have difficulty defending a specified position or accepting the views of others (Hanna et al., 2014). At some point during the presentations, it must be made very clear that there is no “right” or singular answer to many issues.
Nervousness about speaking in public can be a major concern. Some students have had little or no public speaking experience, or they may have had negative experiences that continue to generate anxiety. In addition, students of certain cultural groups may have difficulty with open debate as a way to learn. Students need encouragement and need to view the debate as an opportunity to speak to an open, receptive group in order to gain experience. What some students view with apprehension often results in being uplifting and beneficial. For example, one student was timid about speaking in groups and was extremely nervous before and during her debate presentation. Her nervousness was manifested in physical symptoms such as sweating, flushed face, tremulous voice, shaking hands, and rapid blinking. She received appropriate support from faculty and students, which encouraged her to work on this problem during the rest of her academic time. Three years later, she successfully defended her master’s project in a dignified and professional manner. Her public speaking skills have now advanced to the point where she is able to address both groups and individuals effectively in her current employment as a clinical specialist.
The argumentative or confrontational nature of the debate may also create some anxiety. In addition, debate or public speaking may be a new strategy on which students are graded, thus heightening anxiety. Faculty and students must continually emphasize that the debate is a learning experience. The excitement of defending a position, stressing key points, and deriving a workable solution should be presented as positive outcomes of the debate. Faculty members should stress that students will not be condemned or inappropriately criticized for taking unpopular viewpoints during the debate. Faculty members are prepared to handle strong emotional viewpoints and to help students understand that there is room for conflicting opinions in our society.”
Reference
Bradshaw, M. J., Hultquist, B. L., & Hagler, D. (2021). Innovative teaching strategies in nursing and Related Health Professions. Jones & Barlett Learning.
