The Intersection of Competitions and Classrooms in Forensics Pedagogy |
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| Authors: | Brandon Merrell Richard Flores |
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| Institution: | 1. Department of Political Science, University of California, San Diego;2. Department of Political Science, University of Chicago |
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| Abstract: | Many forensics coaches also serve as professors or instructors in their home departments. As a result, they often carry competitive debate practices with them into the classes that they teach. Although this overlap is widely beneficial, it is not without risks. Not all competitive procedures are well suited for classroom environments. Instructors may sometimes incorporate competitive techniques by habit without carefully considering the pedagogical consequences. In this article, we review instructional materials and syllabi from collegiate argumentation and debate classes and identify several methods that are commonly carried over from competitive settings. We then assess the pedagogical and educational implications of implementing these practices in undergraduate classes. We find that several tools and procedures that are appropriate for competition are problematic or even detrimental when adopted in introductory courses. In particular, instructors should think carefully before choosing to emulate competitive formats, incorporate competitive theories, or train students to use competitive techniques. |
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| Keywords: | Academic Debate Argumentation Interdisciplinary Instruction Pedagogy Public Speaking |
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