The Intersection of Competitions and Classrooms in Forensics Pedagogy

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.

Keywords:

• Academic Debate
• Argumentation
• Interdisciplinary Instruction
• Pedagogy
• Public Speaking

Notes

Davis and Bsumek (2011) offered the only suggestion that does not draw heavily from competitive debate. They designed an assignment in which students attend and evaluate a public debate on campus using the analytic tools they acquired in their argumentation course. Although this recommendation removes the threat that competitive practices will be inappropriately employed in the classroom, it also entirely removes classroom debating from the recommended curriculum. In general, we agree with Sellnow (2006) regarding the importance of experiential learning in speech and debate classes.

Additional information

Notes on contributors

Brandon Merrell

Brandon Merrell is a doctoral student in the Department of Political Science at the University of California, San Diego.

Kevin J. Calderwood

Kevin J. Calderwood is a doctoral student in the Department of Communication at the University of Washington.

Richard Flores

Richard Flores is a doctoral student in the Department of Political Science at the University of Chicago.