Debate

Este proyecto fue diseñado a solicitud de la Dirección de Educación Municipal de la Ilustre Municipalidad de Vitacura. El torneo de debate DEM Vitacura busca generar un espacio de diálogo, libre, ordenado, tolerante y crítico, que permita a niños, niñas y adolescentes desarrollar pensamiento crítico, metacognición e innovación, mediante la discusión informada que exige el debate educativo con formato de competición.

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

Should a college debater have to warn an opponent that the chosen subject is a sensitive one? Trigger warnings have spread to the world of intercollegiate debate. [...] Both students in this disagreement say trigger warnings have become fairly common in college debates sponsored by the American Parliamentary Debate Association.

Mollon, M., & Gentes, A. (2014). The Rhetoric of Design for Debate: triggering conversation with an “uncanny enough” artefact (pp. 1–13). In the proceedings of the Design Research Society International Consortium (DRS), Umeå, Sweden. (June 18th).
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http://bit.ly/talkDRS14 – PDF presentation
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Abstract: Design exploration research refers to various interaction design research practices that explore tensions issued from the interplay of science, technology, culture and society. Most of them explicitly trigger discussions and debates in the audience, for instance “critical design”, which raised the interest of members of design research communities. However its generalization suffers from a lack of shareable methodology. This paper aims at clarifying it practically and theoretically.
We claim that these practices trigger people’s reactions using a specific narrative strategy which provoke an “uncanny feeling”. By producing “uncanny enough” artefacts that embed a subtle entanglement of familiarity and unfamiliarity, designers can elicit responses from viewers. First, a review of literature on critical design texts presents the “uncanny balance” as being a recurrent design principle for the creation of these artefacts. We then present an exemplary case study produced by one of the authors, exploring communication technology—called Dog&Bone. Using classical rhetoric, we present a theoretical overview of the project. The outcome consists of a conceptual framework based on the narrative dimension of the uncanny plus the rhetorical dimension (composed of three elements: legitimacy, emotions, argumentation). We conclude that Design is a form of communication between designers and their audience.

In this article, I offer the opposing view (con-side) against reparations for American slavery, as if in a forensic debate before a moot court: I presume the American public will judge the merits of my opposing arguments. I oppose reparations for slavery based on: 1) the legal standard of culpability, 2) the “clean-hands doctrine,” 3) Black people who were themselves slave owners, and 4) fairness in the administration justice. While anyone else is welcome to argue the pro-side, I argue the con-side of the following proposition: America owes Black Americans reparations because of its history of plantation slavery, which has privileged White Americans economically over Black Americans. I provide a plethora of evidence that reparations and justice are incompatible in the application of American justice. Moreover, any law requiring reparations for slavery could create an unintended liability for far too many Black Americans whose ancestry extends far beyond Sub-Saharan Africa.

Cultural pedagogy is an umbrella term for a style of education that incorporates minority members’ lived experience into the way knowledge is understood. Cultural pedagogy affirms diverse cultural experiences, centers on students’ experiential learning, and encourages educators to affirm distinct students’ cultural and personal strengths. In this piece, we argue that forensics coaches and judges often perpetuate power circuits that culturally disempower or push away students, particularly through dogmatic and traditionalist pedagogy that denies lived experience and culturally responsive learning. We end with recommendations on how to become institutional agents that may genuinely empower forensics students.

When the Son of Man comes, will He find faith on the earth?
The difference between a secular mindset and a sacred mindset is that in the secular life, one engages in daily life disconnected and without awareness of God. In the sacred life, one engages in daily life with a strong awareness of God.  In the sacred life, the child of God sees everything and every moment in the context of the spiritual and says, “The God of the universe who holds everything together is fully and personally present right here, right now.”

Video : http://bit.ly/DFmarabout
More info about,
Tiphaine Kazi-Tani : https://esadse.academia.edu/TiphaineKaziTani
David Benque : http://davidbenque.com
Max Mollon : http://designfictionclub.com | http://maxmollon.com

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Following the principle of the “marabout, bout de ficelle…” (a children play with words connecting the end of a word, with the sound of the following one), this new conference cycle wish to explore the future fields of design in curiosity and an open mind. The first peaker bring the next one, this concatenation, or “marabout-chain”, will bring to the light approaches that are less visible to the general public, more underground, or even minority, but which constitute the breeding ground of tomorrow's design. This is the first curation to be constructed on this self-generative principle, a way to not giving room for voices in the centre, but to the margins, and as JL Godard said, “the margins hold the page together”.

Max Mollon is out first “marabout”. He is designer, teacher and Ph.D. candidate in the SACRe programme at ENSAD and at Telecom ParisTech. He questionnes the “Design Fiction” practice, and explore new forms which seats between anticipation and social critique, between contestastion and counter-power.

Does design fiction fast-forward innovation, straight into the wall?
Facing complex crisises and polarised opinions in contemporary society debates, can one resist problem-solving, one of design's usual mission, to rather question issues deeper?
This is Max Mollon's intention, which conflictual artefacts open a breach: a spaace for confrontation to others and to dominant visions; a space for attention and mutual-understanding. For this, he pushes the Critical Design, Speculative Design and Design Fiction practices out of the contemporary art world. However, what are the role for such practices in society? Come and join the debate!

Talk by Max Mollon followed by a debate with Tiphaine Kazi-Tani (designer researhcer, Cité du design de St-Etienne) and David Benqué (designer researcher, Royal College of Arts, London) and a dialogue with the audience.

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by Max Mollon (SACRe/ EnsadLab, Telecom
@Pompidou Centre, The conferences “Design Marabout” n°1
May 3rd 2017, 19:00–20:30
Petite salle - Pompidou Centre, Paris
Moderation: Romain Lacroix
Info: Romain Lacroix, romain.lacroix@centrepompidou.fr
Organiser: DDC / J-M Colard
Partners: Intramuros https://intramuros.fr/agenda/les-designers-marabout-du-centre-pompidou



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Le Design Fiction relance-t-il l'innovation… droit dans le mur ? @Centre_Pompidou
Sur le principe du « marabout, bout de ficelle… » ce nouveau cycle souhaite explorer le champ prospectif du design dans un esprit d’ouverture et de curiosité. Un invité en amenant un autre, cette concaténation ou chaine « maraboutesque » mettra en lumière des démarches moins visibles du grand public, plus souterraines, voir minoritaires mais qui font la richesse et le terreau du design de demain. Il s’agit de la première programmation à se construire sur un principe d'auto-génération, moyen de ne plus donner la parole au centre mais aux marges, et comme le disait JL Godard, « c’est la marge qui tient la page ».

Max Mollon est notre premier « marabout ». Il est designer, enseignant et doctorant au programme SACRe à l'ENSAD et à Télécom ParisTech. Il questionne cette nouvelle pratique qu’est le « Design Fiction » à la frontière entre anticipation et critique sociale, entre contestation et contre-pouvoir.

Le Design Fiction ne relance-t-il pas l'innovation… droit dans le mur ? Face aux crises complexes et aux opinions polarisées des débats de nos sociétés, peut-on résister au problem-solving, mission usuelle du designer, pour questionner les enjeux en profondeur ? C'est l'intention de Max Mollon dont les objets conflictuels ouvrent une brèche : un espace de confrontation aux autres et aux visions dominantes ; un espace d'écoute et d'inter-compréhension. Pour cela, il pousse les pratiques du Design Critique, Design Spéculatif et Design Fiction hors des milieux de l'art. Mais quelle est leur place dans la société ?
Venez en débattre.

Conférence de Max Mollon suivie d’un débat avec Tiphaine Kazi-Tani (designer chercheur.e, Cité du design de St-Etienne) et David Benqué (designer chercheur, Royal College of Arts, Londres) en dialogue avec le public.

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par Max Mollon (SACRe/ EnsadLab, TelecomParis Tech)
@Centre Pompidou, Cycle : Design Marabout n°1
3 mai 2017, 19:00–20:30
Petite salle - Centre Pompidou, Paris
Modération : Romain Lacroix
Renseignement : Romain Lacroix, romain.lacroix@centrepompidou.fr
Organisateur : DDC / J-M Colard
En partenariat avec Intramuros : https://intramuros.fr/agenda/les-designers-marabout-du-centre-pompidou
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Plus d'info sur,
Tiphaine Kazi-Tani : https://esadse.academia.edu/TiphaineKaziTani
David Benque : http://davidbenque.com
Max Mollon : http://designfictionclub.com | http://maxmollon.com

In this paper, we investigate issues that impact on the selection and development of debate formats tailored to specific ducational goals. We use the term “debate format” to refer to the rules that regulate, structure, and characterize the debate and facilitate its linear development. From a pedagogical perspective, the debate
format is an essential tool to guide and develop students in conscious thinking skills and critical analysis. As varying the format of the debate impacts on the skills that students acquire, care must be taken to select and develop an appropriate structure. We address this issue by evaluating the essential
characteristics of various debate formats and correlating these with the resulting acquisition of skills. We present a summary table of some debate formats that may serve as a useful tool to determine the pedagogical possibilities of specific structures. Our findings may also assist in evaluating new debate formats or developing existing ones.

The United States has long grappled with the question of how to maintain an appropriate combination of religion and politics in the public sphere. The current electoral cycle is no different, as Presidential candidates attempt to negotiate both the political and religious landscapes. This essay introduces a special forum on rhetoric and religion in contemporary politics and touches on some recent instances of how religious differences have played out in the current political environment. Some of the issues discussed include the separation of church and state, Mitt Romney’s membership in the Church of Jesus Christ of Latter-day Saints (Mormons), Rick Santorum’s conception of the “war on religion,” and the controversy over contraceptives at religious institutions and Rush Limbaugh’s attacks on a Georgetown law student.

This text is a brief introduction to formal debate but also a more general introduction to argumentation. By the end of the text, readers will have learned to prepare for and engage in a formal debate. At the same time, those concepts and skills learned in this text are more widely applicable to a variety of communication situations when readers try to critically examine controversial issues and find better ways to defend their opinion developed through critical examination.

Vera Gheno, Bruno Mastroianni - Comunicare bene in rete: le regole (che tutti dovrebbero seguire) per una internet migliore - Agenda Digitale, 29 gennaio 2019, https://www.agendadigitale.eu/cultura-digitale/comunicare-bene-in-rete-le-regole-che-tutti-dovrebbero-seguire-per-una-internet-migliore/

l passaggio da una rete di élite all’internet di tutti è avvenuto in maniera precipitosa nel giro di un tempo relativamente breve. E non è stato affatto indolore. Forse particolarmente nel 2018 è emersa, in tutta la sua forza, l’evidente immaturità di (parte di) noi utenti – come neopatentati alla guida di una Ferrari – di fronte a uno strumento così potente.

Hate speech, cyberbullismo, fake news, trappole, pericoli e insidie della rete sembrano predominare rispetto ad altri aspetti del tutto benefici della rete.

Il fatto che la comunicazione in rete sia, insomma, problematica, pare essere stato recepito un po’ da tutti: internet non è sicuramente un gioco, e va usata con cautela.

In molti utenti, come reazione, sorge il desiderio di disintossicarsi, fuggire dal web e dai social come da un luogo di appestati. Ma è davvero questa la soluzione, o si può anche provare a trovare una via per una vita digitale il più possibile sana e soddisfacente dal punto di vista delle relazioni sociali?

Resumen: Este artículo pretende dar una definición adecuada de contraargumento y establecer
una tipología de los contraargumentos basada en el modelo de Toulmin. Esa tipología se basa en un
doble criterio: el elemento atacado (premisas, conclusión o garantía) y la fuerza de la oposición, que
puede expresarse usando un conector argumentativo apropiado. El resultado es una clasificación
más sistemática de los contraargumentos basada en evidencias lingüísticas.
Palabras clave: Contraargumento, dialéctica, objeción, recusación, refutación

La svolta epocale provocata dalle tecnologie digitali è stata quella di mettere tutti in una condizione di costante confronto. Sui social network diversi mondi – culturali, sociali, religiosi – si incontrano ogni giorno, senza mediazioni e senza filtri. La diversità, che prima era un’ esperienza specifica nella vita, è diventata un aspetto ordinario della realtà. È questa la radice dell’ ostilità online e di quel senso di polarizzazione e contrapposizione che sembra inquinare stabilmente il discorso pubblico. Grazie al web tutti – volenti o nolenti – ci siamo avvicinati, ma questo non ci ha reso automaticamente dei “buoni vicini”: è qualcosa che dobbiamo conquistare giorno per giorno.
Questo testo nasce da una necessità: non impariamo mai a confrontarci efficacemente con il diverso da noi. Non lo studiamo a scuola. Non è detto che ne facciamo esperienza in famiglia. Nei nostri contesti sociali spesso non ne abbiamo occasione. Qualcuno lo impara per professione. Eppure tutti, da quando abbiamo uno smartphone in mano, siamo gettati nel dibattito pubblico, a discutere di temi cruciali per la nostra esistenza, in mezzo ad altri anche molto distanti da noi. Con l’aiuto dei migliori principi della retorica, del media training e della comunicazione di crisi, in questo testo si offre una guida sintetica per imparare a sostenere il proprio punto di vista davanti all’altro che non è d’accordo, senza litigare, ma provandovi gusto e soddisfazione. È la disputa felice.

This article draws on identity construction, emotions and a notion of productive power to address the question of why Swedish policymakers and public opinion are becoming increasingly supportive of NATO membership. It contributes theoretically by arguing that such textual phenomena intertwine with 'disciplinary power', which operates on the bodies of the subjects of power, exposing them to verbal and physical sanctions, a host of complex feelings and enhanced levels of self-disciplining. The article analyses 354 editorials and op-eds related to Sweden and NATO, published in the four biggest Swedish newspapers in 2014-2018; 1408 tweets, with a focus on 14 selected NATO campaigners and their advocacy; and semi-structured interviews with 12 such influencers. It concludes that Swedish NATO campaigners produce and negotiate emotional discourses in a way that targets other influencers and potential influencers by exposing them to ridicule and allegations of treason. While tendencies are similar on both sides of the debate, the article demonstrates that productive power currently intertwines with disciplinary power in a way that makes anti-NATO advocacy seem more fraught with personal risk than pro-NATO campaigning, and joining NATO appear to be the most normal, realistic and responsible policy option.

The aim of the current theoretical research is to examine the role of debate regarding the intellectual, social and political emancipation of students as future active citizens through the examination of two distant in time but still modern pedagogical approaches: rhetorical paideia and critical pedagogy. In particular, after the presentation of the main framework of each one of the pre-mentioned pedagogical approaches, several questions will be examined as the following ones:
a) to what extent debate can transform pedagogical practice in political praxis (Giroux, 2004:33) in the context of critical pedagogy?
b) Which is the affinity between debate and the cultivation of critical citizenry? (Burke, 2013),
c) Which is the role of rhetorical paideia, in general, and, of debate, in particular, within the modern educational context for the formation of active, responsible, critical thinkers and democratic citizens?
d) Last but not least: which is the role of educators to the students’ familiarization with the pedagogical and didactic practice of debate?
Our theoretical research will reveal points of convergence and points of divergence as regards the way debate is approached through the prism of rhetorical paideia and of critical pedagogy which are due, mainly, to its agonistic character. This acceptance permeates our research and brings upon various epistemic, philosophical, ideological and socio-cultural aspects, while it problematizes the political education of modern students through debate. Our firm conviction is that the awareness of all the above parameters is necessary to every teacher who decides to be engaged (or not) with debate within the context of teaching practice.
Key-words: agon (ἀγών), debate, dialogue, active citizenry, critical pedagogy, rhetorical paedeia

This paper explores the way that British Parliamentary Debate teaches collaboration to students and critics. In an effort to address rising polarization in the United States, BP debate is offered as a way to teach, and practice, collaboration. The paper explores the ways these skills are used by debaters and critics throughout the debate round, looking specifically at cooperation and consensus as tools to achieve collaboration. British Parliamentary offers distinct characteristics and rules, in contrast to other forms of debate, which lend itself to teaching these concepts throughout the debate.

L'ouvrage offre des outils rhétoriques pour la maîtrise de trois enjeux de l'écriture de l'histoire: comment produire un discours acceptable sur un sujet polémique? Comment mettre en mots les intuitions de la phase de découverte? Peut-on tirer des leçons de l'histoire et comment les formuler?

This discusses whether robust knowledge can only be a consequence of both consensus and disagreement - or whether only one of them is sufficient for knowledge to be considered "robust" in nature.

The essay discusses the background of knowledge building and acceptance in society.

Debate, which originated in ancient Greece, originally appeared in the form of disputatio at medieval universities. Recently, Italian school have introduced the methodology as well. The Ministry of Education, University and Research (MIUR) and the National Institute for Documentation, Innovation and Educational Research (INDIRE) promote starting debate in primary school, but universities often overlook it (with some rare exceptions). Barring these exceptions, universities do not integrate debate into their didactics as a teaching methodology. This article examines the most characteristic aspects of debate, stressing its adoption in university pedagogy. It explores various ideas and options for adopting debate in lectures, all of which could help expand the set of available alternatives for achieving didactic goals.

Il Debate, benché affondi le sue origini nell'antica Grecia, e sia stato impiegato nella forma di disputatio nelle università medievali, è una metodologia di recente introduzione nel panorama scolastico italiano. Promosso dal Ministero dell'Istruzione dell'Università e della Ricerca (MIUR) e dall'Istituto Nazionale di Documentazione, Innovazione e Ricerca Educativa (INDIRE) già a partire dalla scuola primaria, il Debate non trova, se non in qualche raro caso, applicazione in ambito universitario. E soprattutto, quando ciò avviene, il Debate non sembra venire integrato nella didattica universitaria come metodologia didattica tout court. In questo articolo, il Debate sarà presentato nei suoi aspetti peculiari ponendo l'accento sul suo impiego nella didattica universitaria. Particolare attenzione sarà dedicata alle idee e alle varie opzioni per la sua adozione in aula perché capaci di ampliare l'insieme di alternative percorribili dal docente per raggiungere i propri obiettivi didattici.

If your library has access to Springer Link a full version of this book can be downloaded via: http://link.springer.com/book/10.1007/978-3-319-40703-6 . 

This book focuses on the discursive processes that allow activists to make sense of themselves and of the modes of politics they engage in. It shows how political and metadiscursive awareness develop in tandem with a reconfiguration of one’s sense of self. The author offers an integrated pragmatic and poststructuralist perspective on self and subjectivity. He draws on Essex style discourse theory, early pragmatist philosophy, and linguistic pragmatics, arguing for a notion of discourse as a multi-dimensional practice of articulation. Demonstrating the analytical power of this perspective, he puts his approach to work in an analysis of activist discourse on integration and minority issues in Flanders, Belgium. Subjects articulate a whole range of norms, values, identities and narratives to each other when they engage in political discourse. This book offers a way to analyse the logics that structure political awareness and the associated boundaries for discursive self-interpretation.

'At a time in which notions of both politics and activism are being profoundly reshaped, Zienkowski's incisive analysis goes to the heart of what may drive such changes. Empirically delicate and theoretically astute, this is discourse analysis at its best.' - Jan Blommaert, Tilburg University, The Netherlands

'This book is a must-read for anyone interested in the discursive logics that shape self and society, as well as how to study them. It combines discourse theory and pragmatic perspectives on interaction, generating an innovative interpretive and functional heuristic for doing poststructuralist discourse analysis. As an added bonus, it provides a creative and critical contribution to discussions on the workings of ideological fantasy. Highly recommended!' - Jason Glynos, Reader, University of Essex, UK

'If you ever wondered what the world looks like through the eyes of well-informed and politically active members of disadvantaged minorities, you must read "Articulations of self and politics in activist discourse". As a discourse analysis with a truly multidisciplinary orientation, Jan Zienkowski offers unrivaled insights which, based on research in a Belgian context, have unfortunately gained relevance through recent dramatic events.' - Jef Verschueren, Professor, University of Antwerp, Belgium