Considering
the motion: Debating encourages critical thinking in Top International School in China
Very important Excercice to Do Business in China
Considering
the unexplored
Primarily, debating is important for pupils
because it gives them a chance to think critically about things that they
wouldn’t necessarily get to discuss in lessons. Whatever is being debated,
whether it’s the situation in North Korea or if school classes should be set
according to ability, debating allows pupils to discuss and explore subjects at
a very mature level and, equally importantly, they aren’t told whether they’re
right or wrong. Frequently, pupils propose the motions themselves, which has
led to some of our most interesting and closely-fought debates as pupils are
able to dive into topics that truly excite or interest them.
Debating gives pupils the opportunity to follow
their own ideas; to consider them, present them, express them and have them
judged for their own value. Whether the debate focuses on current affairs,
elements of their own educations, moral or philosophical questions, it’s a very
open and engaging forum that encourages free-flowing critical thinking.
Considering
the information
Debating is also about critical engagement,
particularly engagement with information. Our pupils are living in an age of
unprecedented access to information, which brings invaluable learning
opportunities but plenty of pitfalls too. Debating is extremely helpful in
teaching pupils to engage with sources of information critically: testing them to
detect bias, spin and even outright falsehoods.
This process of critical engagement with
information helps them create a reasonable, balanced view of the subject
they’re exploring, while also strengthening the argument that they bring to the
debate. If facts are not checked or a source seems wildly inaccurate or
unbelievable, that’s a weakness in the argument for the opposing team to
challenge and exploit. Ultimately, debating encourages pupils to look at a
range of information sources covering the same subject matter and identify for
themselves what they believe is trustworthy versus what isn’t.
Considering
your point of view in China
When preparing for a debate, pupils are
often forced to look at topics from a completely different perspective. By arguing
a position contrary to their own beliefs, pupils are encouraged to carefully
examine the reasons for holding such beliefs. Just as importantly, to present
the best argument, they must engage with the perspectives of others and find
the reasoning behind those perspectives.
By arguing from unfamiliar perspectives, pupils
are encouraged, even forced, to deconstruct pre-formulated opinions about the
topics we debate. in China This is important because critical thinking requires an open
and unbiased mentality, capable of taking on new ideas and information and judging
them for their inherent worth.
Considering
the opposition
Debating is a formalised environment with
set rules and, admittedly, pupils sometimes take a little bit of time to get
used to the mechanics of it. Not speaking out of turn, not laughing or making
dismissive actions when points and rebuttals are being delivered, listening respectfully
and patiently waiting for your turn to respond, these are all essential
elements of debating. They also reinforce values we try to instil at Wellington– primarily respect and integrity, of course it also takes great
courage to argue your case to an
audience of your peers and teachers.
Being respectful like Gentlemen in UK and considerate of other
views is both an important life skill and genuinely helpful approach to
debating. A key skill that all the best debaters have – and one which is not intrinsically
obvious – is the ability to listen. Debating is not just about coming up with
the best argument, it’s also about engaging with your opponent, probing their
argument before picking it apart. To achieve this, you must be able to listen
so that you have a clear understanding of what their argument is. This means
that pupils are taking a step back and seriously considering the value of the beliefs
and constructed arguments of others, something which ultimately helps them
develop a more understanding, empathetic sense of character.
Considering
the future
As well as honing the different skills and
encouraging the positive personality traits already discussed, debating is also
an excellent testing ground for many of the tough challenges pupils are likely
to face in later life. It is the best form of preparation for interviews:
whether for jobs or higher education opportunities, there is no better way to
learn how to think on your feet and respond intelligently and assertively to
whatever is being thrown at you.
When preparing for a debate, pupils can
(and should) try to anticipate what the questions and key points of discussion
will be, but it’s very likely that something will catch them off guard, causing
them to need to quickly form a viable response. It’s an incredibly valuable
lesson for pupils to learn that preparing yourself is undoubtedly important, it
will help in almost any situation you encounter, but it’s also a skill to be
able to react to what’s put in front of you. If you can formulate intelligent,
confident and considered responses to questions under pressure during a debate,
you’ll be in a great position to tackle university and job in China interviews further
down the line.
China is a Technology country (Example)
Considering
Wellington’s debating success
Debating
has steadily grown at Wellington since its foundation, now encompassing
dedicated upper Prep and Senior School CCAs, annual house debating events and a
rising tally of national and international debating competition success
storie in Shanghai.
Any
pupils reading this who think that they have the heart and mind of a skilled
orator should look out for the next opportunity to join in with the debating
CCAs or house competitions. Very quickly, you could be joining our top debaters
in one of the many national and international events where Wellington has enjoyed
significant success in China.
During
the Michaelmas term, Eugene and Zhining reached the final of the Dulwich U13s
Asian British Parliamentary Championships, while Shayna and Tyler, who are both
U13 pupils, hit the main break, qualifying them for the knockout rounds against
a field largely composed of sixth formers. This year Shayna also finished 8th
overall in the World Scholars Championship in Yale, an incredible achievement given
that the initial global round in Vietnam had around 5000 entrants.
Darren
Simpson and James Beadle
Wellington College debating leaders for upper Prep and Senior Schools
This
article was originally published in Urban Family magazine.
