D@dalos - Methods in Politics Lessons: Debate

Methods

Methods for Activating Lessons in Politics

House of Commons in London
(c) Parliamentary Education Unit (Link)

Debate

"The for-against debate is a highly formalised method of teaching politics oriented towards strict rules, which above all should make a contribution towards rational political education. Its basis is the classical form of debate in the tradition of Anglo-Saxon debating clubs."

[source: Peter Massing, "Pro-Contra-Debatte" (For-Against Debate); in: Wolfgang W. Mickel (Ed.), "Handbuch zur politischen Bildung" (Manual on Political Education), series of publication from the "Bundeszentrale für politische Bildung" (Federal Centre for Political Education), Volume 358, Bonn 1999, p. 403]

The debate, the for-against debate or the discussion concerning a dispute - irrespective of how we like to term this method - illustrates the interrelation between didactic principles (Basic Course 2) and methods, refers them emphatically towards the principle of controversy, but also to others, such as problem or action-orientation.

Openly expressed and contrary opinions and interests are part of the essence in being of every democracy; which is why politics lessons should practice and train "learning how to dispute". The pupils should learn how to recognise their own interests, articulate them, practice non-violent forms of confrontation and learn how to place themselves in the position of others.

Opinions can be expressed in a debate. In the debate either a controversial topic or a question of decision is discussed. The exchange of arguments should convince the audience to accept own opinion. What is important in such a debate is that the course is structured into various steps. This could take the following form for instance:

	1. Step : Initially you should introduce the pupils to the topic, the problem or the question at hand. Lead on to forming an initial opinion in a vote.
	2. Step: Now form groups to represent the respective positions.
	3. Step: The groups deal with the various respective positions using material prepared by the teacher and work out standpoints that are founded on fact. They should also bring in potential arguments from the other group and consider how to confound them.
	4. Step: Organise the seating in such a way that it is suitable for holding the debate. The counterparts should sit opposite each other as is normal in the House of Commons. It proves sensible to position the leaders of the debate at the head and the audience (not the pupils directly participating) directly behind the counterparts.
	5. Step: The leaders open the debate, name the topic, introduce the participants to the debate and describe its course. Following this the group speakers make a short introductory statement. Following this an exchange of arguments and counter arguments takes place.
	6. Step: In the evaluation of the debate the group leaders ask the audience to say which arguments were more convincing and which not.
	7. Step: To close the debate a second vote is held concerning the initial question. If there are discrepancies between the result of the first and second vote the causes of this should be discussed.

[Authors: Ragnar Müller/Prof. Dr. Wolfgang Schumann]

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