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Lesson 5

By the end of this lesson, students will learn to use the fourth and fifth Keys of Reasoning in debating, i.e. Point of View and Concept. Lesson 5. Share the examples from homework. Discuss how the speaker uses assumptions to have the audience assimilated into what they are speaking about. .

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Lesson 5

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  1. By the end of this lesson, students will learn to use the fourth and fifth Keys of Reasoning in debating, i.e. Point of View and Concept. Lesson 5

  2. Share the examples from homework. • Discuss how the speaker uses assumptions to have the audience assimilated into what they are speaking about. Lead-in: Round-the-table Reporting and Introduce the Fourth Key, Point of View (PoV)

  3. Key 4: Points of View 1. From what point of view are you looking at this? 2. Is there another point of view we should consider? 3. Which of these possible viewpoints makes the most sense given the situation? More advanced: 4. What are you implying by that? 5. When you say ____________, are you implying ___________? 6. But, if that happened, what else would happen as a result? Why? 7. What effect would that have? 8. Would that necessarily happen or only possibly/probably happen? 9. What is an alternative? 10. If _______________ and ___________________ are the case, then what might also be true? 11. If we say that _________is ethical, how about _____________? Paul’s Elements of Reasoning (Key 4)

  4. Key 5: Concept 1. What is the main idea you are using in your reasoning? 2. Could you explain that idea? 3. Are you using your concepts justifiably? More advanced: 4. How does _______________ relate to _______________? Paul’s Elements of Reasoning (Key 5)

  5. Effective debaters should define ideas and concepts clearly to address a particular PoV as well as considering other PoVs to develop consistent and objective arguments. Consistency in thoughts will reinforce a team line and enhance persuasion.

  6. Trick Question: What is a dog? Think about Concepts

  7. Work in groups. • Improvise and introduce its special features which make the object a specific object. Think about Concepts

  8. 1. Besides the factual, declarative statements, a concept, or an idea, may vary from person to person. 2. It depends on how a person/thing/object is perceived. 3. The physically same person/thing/object is NOTidentical ifit carries meaning given or interpreted by a person who has a particular point of view. 4. Given the variation in people’s interpretation of a concept, we should learn how to think based on some methodical process of reasoning to avoid committing logical fallacies as we form arguments, such as, in a debate. Conclusion

  9. 1 Problems with the Concepts from Logical Fallacies

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  17. Aconcept should be defined or re-defined to argue for or against a motion from the perspective of the listener to strengthen persuasion. Conclusion

  18. Have a mini-debate on a motion. • Identify the definitions from the Affirmative OR the Opposition perspective. • Find if there are any inconsistencies, ambiguous or conflicting points in the definitions. These willweaken the teams’ arguments. • Rebut an argument which was found to be built on an ill-defined concept. • Stand up and make a rebuttal at least once. • Further rebuttals will win bonus points. • Use the expressions for debating. Rebuttal Practice

  19. Debaters need examples and evidence to support their arguments. Look for any examples of using figures/information/or any evidence to support a point of view in daily life, or any examples that they think may interest the classmates. Take-home Job

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