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Tackling Complex Ethical Questions in Debates

Each spring, our eighth graders eagerly take to the stage in pairs to engage in structured competitive debates about pressing public health issues that raise complex ethical questions.

Consider a few from this year:

Performance enhancing drugs should be allowed in American professional sports leagues.

The U.S.  should invest in new nuclear energy facilities for the sake of public health. 

Social media companies should ban the use of their products by children younger than 16 years of age to preserve their mental health. 

The actual debate comes at the end of a learning process that begins with the boys framing questions, picking sides, doing research on a timely and relevant public health issue, and practicing various debating strategies.

As they research, argue, and reflect on complicated public health issues, they learn to think critically, speak persuasively, and grapple respectfully and thoughtfully with opposing viewpoints.

In their opening statements, arguments, rebuttals, crossfire questions, and closing summaries the debaters are judged on their content, style, and strategy: how well they made distinct arguments supported by evidence, explained the science, and presented in a captivating and persuasive style.

One eighth grader, whose team took the pro side on the performance enhancing drugs topic (and won), noted that what he found most essential for his success was the extensive preparation he put into anticipating the other side’s arguments and formulating persuasive rebuttals. He also found valuable the fact that the position he took was not what he truly believed. “Arguing against the side that you really believe in may be challenging, but has an added value,”  he said. “It makes you appreciate the importance of holding diverse perspectives in mind, and of being able to see things from different points of view.” 

The debates call upon boys to use evidence to argue persuasively and speak confidently as they marry copious preparation with quick thinking and the ability to respond and persuade "in the moment."  It is also an academic experience in the form of a friendly competition - which we know from research highly motivates boys and enhances their learning.

Debate as a practice dates back to Ancient Greece. The ancients knew how vital the civil questioning and debating of ideas was to the health and well-being of society. It was true then; it is true today. Along with Socratic Seminars in our history program, our science program's debate challenge develops the boys’ abilities to listen actively and respectfully and to engage in civil discourse.


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