The introduction of debate in educational environments such as universities has led to the emergence of tournaments and competitions, and with it the creation of debate clubs.
These environments become a great opportunity not only to exchange ideas and reflections, but also for the participating students to develop competencies and skills related to public speaking or argument development. Without leaving aside its playful and pedagogical character.
Debate formats vary depending on the competition. In either case, two teams will face each other arguing on the same issue, usually one for and one against the proposition. The position is determined by drawing lots.
The discussion structures can be replicated in the classroom, adapting the intervention times to the objectives of the class, the characteristics of the group and the classroom.
The teams must prepare both positions (for vs. against). Therefore, they must research and document themselves on the topic, as well as elaborate an argument supported by data and evidence. The fact that teams must argue on a topic by positioning themselves at both extremes of opinion makes competitive debate a powerful tool for competence development.
References
Cirlin, A. (1999). Academic debate and program development for students and teachers around the world. An introductory textbook, handbook and sourcebook.
CHAPTER 4.1. British Parliamentary (BP) debate format
CHAPTER 4.2. Debate format Lincoln-Douglas
