ABSTRACT
Although its objectives, goals, and visions may vary in time, space, and culture, educational debate has most strongly emphasized participants’ skills of elocution, argumentation, public advocacy, evaluation, and judgment. Nourishing these skills, among others, has been the primary objective of the activity and the chief means to fi nancially sustain debate events. Advancing these skills may even be the raison d’être for many argumentation scholars and pedagogues (e.g., Rieke, Sillars, & Rai, 2012; Ziegelmueller & Kay, 1997).
