Vita- és érveléskultúrát támogató oktatási módszerek alkalmazása középiskolások körében = Teaching methods supporting the culture of debate and argumentation and today’s secondary school students

Márton, Sára Katalin and Vincze, Tamás András (2025) Vita- és érveléskultúrát támogató oktatási módszerek alkalmazása középiskolások körében = Teaching methods supporting the culture of debate and argumentation and today’s secondary school students. In: Multidiszciplináris kutatások és elemzések a Nyíregyházi Egyetemen. Acta Academiae Nyiregyhaziensis (12.). Nyíregyházi Egyetem, Nyíregyháza, pp. 82-95. ISBN 9786156032799

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Abstract

In discussing the relationship between debate and education as well as the presence and relevance of debate in schools, we wish to focus on two main areas. On the one hand, we aim to outline methods and procedures for the development of a sophisticated debate attitude in schools as a necessary skill in adult life. The aim is to develop a new debate concept in students, and the first task of teachers in this process is to support them to evaluate their debate experiences from a new perspective, to dismantle and give up their previous debate concepts. Another important area of linking debate and education is the use of debate as a teaching method in the classroom. This is another area where there is plenty of room for improvement. Although teacher training curricula include an introduction to debate as a method, professional teachers do not often dare to use it during regular class progress, even though it can be used to good effect in all subjects. The two areas (development of a sophisticated debate attitude and the more conscious, courageous and intensive use of debate as a teaching method) are strongly intertwined. Once students have practised the skills necessary for a successful and sophisticated debate style in home classes and boarding school sessions, and have become familiar with the ethics and etiquette of debate, they will perform better in classroom debate situations and will be more effective in debates connected to regular classes. In our presentation, we hope to provide some useful ideas and advice for a more significant presence of these two areas in schools.

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