Saturday, March 25, 2017

DEBATE - FINAL PREP

WELCOME BACK - I HOPE YOU HAD A WONDERFUL, RESTFUL, AND FUN WEEK AWAY.  I will not be with you this week. On my way to Oman to begin my week away, I had to change my plans and fly home to the US because my father was taken to the hospital with double pnemonia and was unlikely to survive.  I was able to get home and be by his side when he passed on to a kinder place.  But, now I must help my sisters close the book on my parents lives. We are terribly sad, but my mom passed away two years ago and she and my father, who was 87, were married for 64 years and had a great time together.  My dad had a long, wondrous, and accomplished life.

And now to business.  My expectations for you this week is to continue working diligently on your debates as I plan to keep the schedule outlined in the previous blog.  I AM AVAILABLE BY EMAIL to answer any of your questions.  Those of you scheduled for the first day of debates should SEND ME YOUR CONSTRUCTIVES via email as an attachment by Wednesday.  I will read them and get back to you with comments as soon as I can considering the time difference.

REMINDERS:

Determine your contentions
Organized all affirmative and negative evidence under each contention
      Annotate your evidence under each contention - using a coding system - numbers, colors, etc
Once everything is organized, take a copy of the script and
WRITE YOUR CONSTRUCTIVE
     Your constructive should look like an essay with headings,
     paragraphs, and with DEBATE LANGUAGE. Refer to the supporting materials on the trapezoid in the front of the room.  There are scripts you must follow re: debate language and protocols 
Make sure you have a copy of DEBATE PHRASES because you will want to use them in your constructive AND when you defend your argument or rebut your opponent's argument.

If you need help with more research, please remember that the library website has the EBSCO database that is a great source and goes beyond a Google search.


      

Wednesday, March 15, 2017

IMPORTANT CHANGES IN THE SCHEDULE

PLEASE REVIEW THE UPDATED SCHEDULE LISTED BELOW.  SOME OF YOUR DATES HAVE CHANGED.


DEBATE DATES:


MONDAY APRIL 3

F BLOCK:   Jessica/Arundhati vs Lilli/Marianna
                       Bianca/Ama vs Luca/Fab

H BLOCK:   Manya/Kalina vs. Anaya/Ana
                       Caity/Beata vs Tim/Isaac

TUESDAY APRIL 4

D BLOCK:   Sam/Jana vs Leah/Autumn
                      David A/Liam vs Warona/Millie

C BLOCK:    Zoya/Maia vs. Marek/Roman
                      Zach/Paul vs. Mixo/Hyosang


WEDNESDAY APRIL 5

F BLOCK:    Miguel/Aiden vs Matheus/Ethan

H BLOCK:     Nida/Roos vs Theo/Yasmin
                     

THURSDAY APRIL 6

D BLOCK:   Marc/Alex vs. Iker/Martin
                      David O/Leon vs. Baptiste/Amit
                      Declan/Tsholo vs Ammar/Togo/Max


C BLOCK:    Sam/Enola vs. Floria/Oskar
  

FRIDAY APRIL 7

F BLOCK:  Stephanie/Chhavi vs Jayden/Avery
                      Oscar/Leandro vs Daniel/Shahir

H BLOCK:  Kiwa/Maeve vs Josh/Fayez
                      Tim/Isaac  vs  Julia/Samridhi
                     

Monday, March 13, 2017

SAMPLE NEGATIVE CONSTRUCTIVE

BUILDING YOUR CASE
NEGATIVE

We stand in negation of the resolution which states, Resolved: Science leaves no room for free will.

In order to clarify this debate, I offer the following definitions of science and free will.o

First, as defined by Oxford English Dictionary, science is The intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment.[1]

Second, Doctor of Philosophy Kevin Timpe explains free will as Minimally, to say that an agent has free will is to say that the agent has the capacity to choose his or her course of action. But animals seem to satisfy this criterion, and we typically think that only persons, and not animals, have free will. Let us then understand free will as the capacity unique to persons that allows them to control their actions.[2]

Thus I offer three contentions to negate this resolution.

Contention One: Advances in modern physics support the existence of free will on a small scale.
David Harrison from the University of Toronto explains in 2011 why modern physics is a preferable lens for viewing the discussion of free will, stating that

[Einstein, Rosen "Bell's Theorem," http://www.upscale.utoronto.ca/PVB/Harrison/BellsTheorem/BellsTheorem.html
This document was written in February 1999 by David M. Harrison, Department of Physics, University of Toronto 03/17/06.]

"Classical physics provided a mirror that reflected only the objective structure of the human being who was the observer. There is no room in this scheme for his mental process which is thus regarded as separate or as a mere 'epiphenomenon' of the objective processes. ... [Through the] mirror [of quantum physics] the observer sees 'himself' both physically and mentally in the larger setting of the universe as a whole. ... More broadly one could say that through the human being, the universe is making a mirror to observe itself." --”

As a result, Tom Hartsfield writes in 2013 that Bell’s inequality, an advancement in the mathematics of modern physics,

[Quantum Mechanics, 4-3-2013, "Quantum Mechanics Supports Free Will," No Publication, http://www.realclearscience.com/articles/2013/04/03/quantum_mechanics_supports_free_will_106499.html Tom Hartsfield, 2013]
His famous theorem, Bell's inequality, is an incredibly profound statement. This relatively simple mathematical proof, when applied to experimental results, gives us a choice: We must either give up determinism or give up the existence of an objective reality explained by science and measurable by humans with instruments. (You can read the gory details about the experiments here.)So if experiments on quantum phenomena are reliable, then Bell concludes that determinism is false. Most physicists agree.Essentially, quantum mechanics tells us that there are things which we cannot know about the future, things which are not predetermined but happen with some factor of chance or randomness. Although many things in the world may be predicted, everything is not predetermined, and our actions do not unfold mechanically in a manner predetermined since the very moment of the Big Bang. Free will is preserved.


These experiments are reliable as Koch writes that on the quantum level,
The deathblow to the Newtonian dream—or nightmare, in my opinionwas the celebrated quantum-mechanical uncertainty principle, formulated by Werner Heisenberg in 1927. In its most common interpretation, it avers that any particle, say, a photon of light or an electron, cannot have both a definite position and a definite momentum at the same time. If you know its speed accurately, its position is correspondingly ill defined, and vice versa. Heisenberg’s uncertainty principle is a radical departure from classical physics. It replaces dogmatic certainty with ambiguity. Consider an experiment that ends with a 90 percent chance of an electron being here and a 10 percent chance of it being over there. If the experiment were repeated 1,000 times, on about 900 trials, give or take a few, the electron would be here; otherwise, it would be over there. Yet this statistical outcome does not ordain where the electron will be on the next trial. Albert Einstein could never reconcile himself to this random aspect of nature. It is in this context that he famously pronounced, “Der Alte würfelt nicht” (the Old Man, that is, God, does not play dice). The universe has an irreducible, random character. If it is a clockwork, its cogs, springs and levers are not Swiss-made; they do[es] not follow a predetermined path. Physical determinism has been replaced by the determinism of probabilities. Nothing is certain anymore.” On a larger level, characterizing the motion of the atmosphere. The solution predicted by his computer program varied widely when he entered starting values that differed by only tiny amounts. This is the hallmark of chaos: infinitesimally small perturbations in the equations’ starting points lead to radically different outcomes. In 1972 Lorenz coined the term “butterfly effectto denote this extreme sensitivity to initial conditions: the beating of a butterfly’s wings creates barely perceptible ripples in the atmosphere that ultimately alter the path of a tornado elsewhere. Remarkably, such a butterfly effect was found in celestial mechanics, the epitome of the clockwork universe. Planets majestically ride gravity’s geodesics, propelled by the initial rotation of the cloud that formed the solar system. It came as a mighty surprise, therefore, when computer modeling in the 1990s demonstrated that Pluto has a chaotic orbit, with a divergence time of millions of years. Astronomers cannot be certain whether Pluto will be on this side of the sun (relative to Earth’s position) or the other side 10 million years from now! If this uncertainty holds for a planet with a comparatively simple internal makeup, moving in the vacuum of space under a sole force, gravitation, [it has implications regarding] what does it portend for the predictability of a person, a tiny insect or an itsy-bitsy nerve cell, all of which are swayed by countless factors?

All of this leads Dr. Michio Kaku noting in 2013 that,

Michio Kaku, 2013 "Why Physics Ends the Free Will Debate," Big Think, http://bigthink.com/videos/why-physics-ends-the-free-will-debate

So what does that mean for free will? It means in some sense we do have some kind of free will. No one can determine your future events given your past history. There is always the wildcard. There is always the possibility of uncertainty in whatever we do. So when I look at myself in a mirror I say to myself what I'm looking at is not really me. It looks like me, but it’s not really me at all. Its not me today now. Its me a billionth of a second ago because it takes a billionth of a second for light to go from me to the mirror and back.  

This is furthered by the work of,

Michio Kaku, 2013 "Why Physics Ends the Free Will Debate," Big Think, http://bigthink.com/videos/why-physics-ends-the-free-will-debate

Here's the rub: the Nobel prize winning condensed matter physicist Philip Anderson, [who] wrote a famous article entitled ‘More is Differentin 1972  where he defended the view that the laws and principles he studied as a condensed matter physicist were emergent  and there are plenty of phenomena exhibited by macroscopic systems whose existences cannot be predicted directly from an underlying, microscopic theory.   In other words, the information obtained from the whole can’t be explained by the sum of information from each individual element.  Simply put, just because matter in the universe- including all atomic constituents in the human body- obeys certain physical laws, it really doesn't follow that the choice itself must also be bound by the same laws. There is a huge gap here which is not explained by this line of reasoning. This is simply bad logic.

To summarize the basics of this argument, Stephen Cave writes for the Atlantic in June of 2016 that

Stephen Cave, 6-10-2016, "Free Will Exists and Is Measurable," Atlantic, http://www.theatlantic.com/notes/2016/06/free-will-exists-and-is-measurable/486551/

 “On a different note, Alexander and some other commentators point out that quantum mechanics demonstrates that the world is not straightforwardly deterministic. In this, they are right: quantum indeterminacy implies that physical reality has an irreducibly probabilistic nature. Other readers have pointed out that even classical physics does not always allow us to accurately predict what will happen: According to chaos theory, any of an incalculably huge number of tiny differences in initial conditions can lead to radically different outcomes. (At least, that’s the excuse weather forecasters use for getting it wrong.) This too is a fair point.”

All in all, current science suggests that because of the inherent unpredictability of small particles and the huge array of permutations surrounding any single event, science supports the notion of free will.

Contention Two: Current scientific methods for measuring free will are flawed.

The groundbreaking study that lead to many scholars assuming free will does not exist is called the Libet experiment, an experiment in which participants were told to randomly choose when to move their hands. Then, their brain activity was studied, and it was concluded that the subconscious mind predetermines human action, thus eliminating the possibility that free will is a conscious experience. Since this study in the early 1980’s, many scientists have attempted to replicate the results in order to come to the ultimate conclusion that free will is an illusion.

Dr. Mahir S. Ozdemir explains why this method of deciding if free will is flawed for four reasons. First, he writes that,

[Mahir S. Ozdemir, Ph.D., 1-27-2015, "A Scientist’s Defense of Free Will," Creativity Post, http://www.creativitypost.com/science/has_neuro_science_buried_free_will]

The assumption behind all this empirical evidence against free will is that conscious decision takes place at an instant which can be compared with the neural activity corresponding to it.”

The problem with this analysis is that there is a fundamental difference between the brain’s action of signalling to organs and the brains awareness of this signalling. Just like with infants learning speech, the level of awareness of this learning occupies a spectrum of consciousness rather than a binary switch of aware or unaware.

Second, Dr. Ozdemir continues that

[Mahir S. Ozdemir, Ph.D., 1-27-2015, "A Scientist’s Defense of Free Will," Creativity Post, http://www.creativitypost.com/science/has_neuro_science_buried_free_will]

Another fundamental aspect which is widely overlooked in these studies is that they provide no proof whatsoever that brain activity could happen without conscious decision taking place.” The evidence against free will comes with the interpretation that it is possible for the brain to take action without somewhere first deciding to take that action. This assumption, which these studies rely on, has never been proven. “A methodological flaw that strikes me as odd is that these experiments always involve a test subject fully aware of the choice they are going to make.”

Ozdemir argues that this is problematic because it provides an oversimplified picture of the real decision-making processes in the brain as well as involving only procedural memory in the process. This is negative because it again reduces complex brain processes to a point where they are no longer wholly relevant to the examination of a broad topic such as free will.

Finally, Ozdemir notes that the experiments which supposedly render free will a false concept all hinge on the notion that decisions are governed by the laws of nature which make up classical physics. Despite the fact that humans may be unable to break such laws, as evidenced by our inability to fly or accelerate with more force than the product of our mass and acceleration, that does not stop humans from making decisions that defy these laws. The outcome of such a decision does not matter; people can decide to attempt to fly or survive in a vacuum whenever they want, and this represents an exercise of creative free will that is unbounded by the rational laws of physics.

Contention Three: Science has a limited capability to describe the world.

Science, in our Western conception, is very limited. For centuries, humans have practiced science through allegorical mythology, through the practice of alchemy, and by turning to spiritualistic tradition to explain their lived experiences. Our modern understanding of science is also limited by our advances in technology. For example, we cannot test the bounds of space travel without the right equipment, just as we cannot delve into the matters of the human unconscious without more accurate tools. The science of today will not be the science of tomorrow.

Meredith Bryan for CNN in 2010 explains,

Meredith Bryan,, 12-7-2010, "3 mysteries science can't solve," No Publication, http://www.cnn.com/2010/LIVING/12/07/o.science.mysteries.not.solved/

It's only in the past 80 years that experts have lined up behind the big bang theory, which took off after Edwin Hubble's 1929 discovery that the billions of galaxies in the universe are not fixed in place but rather moving away from each other, presumably launched by the explosion of some very hot primordial atom.
indicating that even the most fundamental questions about our existence are yet to be solved with our conception of science.

She furthers that we cannot even identify the exact number of species on this planet due to the unpredicatbility of genetics. Due to this ever-changing process engaging with science, it cannot be stated that science leaves no room for free will as an absolute, definitive statement. At this point, there is no unified theory of everything to describe how electromagnetic, strong, and weak forces interact with each other in the same way that science has yet to reconcile completely with religious experiences and beliefs. Realistically, science still leaves room for infinite possibility.

To affirm the statement that science leaves no room for free will is to state that within our inexact methods of studying the universe, there lies no possibility for the existence of free will; due to the limits of science, such an absolute statement ignores the vast secrets in the world humans have yet to discover.





Sample Affirmative Constructives

BUILDING YOUR CASE

EXAMPLES
Affirmative
A Sample Affirmative LD Case

By Matt Singer
Forensics Online
 Dividing our justice system by age is based on repressive notions of age. Because of this, My partner and I stand in firm affirmation of the resolution: Violent juvenile criminals ought to be treated as adults in the criminal justice system.

Observation I: Definitions
Violent-acting in a manner rooted in severe negative emotions Juvenile-not fully grown Criminal Justice System-the entire path of convicted criminals, from arrest to courtroom to punishment

My partner and I will present 3 contentions in support of the resolution and we will provide ample evidence for each contention.

Contention I: The juvenile criminal justice system denies important rights to individuals.
Individuals that enter the juvenile criminal justice system in the United States are often denied important rights, including right to a trial by jury (as well as the right to be judged by their peers), and other rights that I cannot recall right now. These rights, enumerated in the constitution as rights bestowed to the people of the United States (not just those of majority age, or those of voting citizens, but the people), are denied to minors within the juvenile justice system. Failing to extend these rights to all people of the United States not only fails to uphold a principle of equality before the law, but it denies the words of the founders of this nation. If we are to accept that a young individual is still a person, than we must accept that said young individual has the right to be treated as an adult within our criminal justice system.


Contention II: Protection of juveniles is no excuse for oppressing them.
   A. Up until fairly recent times, discrimination against women was kept legal under the guise of "benign classification." Because the law felt that women were, at times, better off because of their status as the lesser sex, sexual discrimination was allowed to continue. Since then, the Supreme Court has learned that any benefits that they were perceiving were only contributing to the oppression of women, and were harmful in the end, not beneficial.
John Marshall Law Review, fall 1998, p. 200-201.
In the beginning, the chief challenge was forcing the Supreme Court to understand that the law's preferential treatment of women was ultimately harmful and oppressive - not beneficial. Originally, special treatment of women by the law, known as benign classification, was thought to favor and protect women. In order to make the justices connect protection with oppression, Ginsburg had to awaken them to the reality that the labels they sought to perpetuate were outdated stereotypes, far from the reality of 1970's women, and that these stereotypes became self-fulfilling prophesies.
   B. Just as the Supreme Court rejected benign classifications of women that hurt women, you must reject benign classifications of juveniles that separate them from society under the guise of preferential treatment. The treatment merely masks oppression against juveniles that is far too prevalent throughout our society.


Contention III: A just, egalitarian society would view all individuals equally in a justice system.
Clearly, if a justice system is trying to remain just to the juveniles, the core of this topic, it will seek to remove the benign classification from the juveniles that the minors currently receive. This treatment in the end only perpetuates harmful stereotypes of juveniles and further oppression of the individuals. To that end, the 5th and 14th Amendments, which forbid the federal and state governments, respectively, from denying citizens the equal protection of the law, clearly demonstrate a Constitutional basis for including juvenile offenders in the adult system. The adult system better protects the rights, because it doesn't pretend to be on the side of the criminal. Only such an environment is truly equitable, and truly just.

In conclusion - restate your contentions and affirm you support of the resolution.

Wednesday, March 8, 2017

DEBATE INFORMATION


All supporting materials are on ONE NOTE
under DEBATES - you can choose to prepare 
electronically OR you can use the hard copies that 
at the front of the room.  The DEBATE RESEARCH
AND PLANNING TOOL IS also at the bottom
of this post.

DEBATE DATES:


MONDAY APRIL 3

F BLOCK:   Jessica/Arundhati vs Lilli/Marianna
                       Bianca/Ama vs Luca/Fab

H BLOCK:   Manya/Kalina vs. Anaya/Ana
                       Caity/Beata vs Tim/Isaac

TUESDAY APRIL 4

D BLOCK:   Sam/Jana vs Leah/Autumn
                      David A/Liam vs Warona/Millie

C BLOCK:    Zoya/Maia vs. Marek/Roman
                      Zach/Paul vs. Mixo/Hyosang


WEDNESDAY APRIL 5

F BLOCK:    Miguel/Aiden vs Matheus/Ethan

H BLOCK:   Tim/Isaac  vs  Julia/Samridhi
                     

THURSDAY APRIL 6

D BLOCK:   Marc/Alex vs. Iker/Martin
                      David O/Leon vs. Baptiste/Amit
                      Declan/Tsholo vs Ammar/Togo/Max


C BLOCK:    Sam/Enola vs. Floria/Oskar
  

FRIDAY APRIL 7

F BLOCK:  Stephanie/Chhavi vs Jayden/Avery
                      Oscar/Leandro vs Daniel/Shahir

H BLOCK:  Kiwa/Maeve vs Josh/Fayez
                       Nida/Roos vs Theo/Yasmin






DEBATOR’S RESEARCH and PLANNING (EXAMPLE)

RESOLUTION: “Be it resolved _________________________________________________________________________
__________________________________________________________________________________________________
Ex: "Be it resolved that the Jewish and Palestinian people have equal rights to occupy the land formally known as Palestine and currently known as Israel."
AFFIRMATIVE: “YES,__________________________________________________________________________
Ex: “Yes, both people have equal rights to occupy the land and must find a solution to the crisis.”
NEGATIVE: NO,______________________________________________________________________________
Ex: “No, the Jewish and Palestinian people do not have equal rights to occupy the land.”


STEPS AND THINGS TO CONSIDER
ALWAYS, ALWAYS, ALWAYS MAKE SURE TO WRITE DOWN THE SOURCES FOR EVERYTHING NO MATTER HOW SMALL – INCLUDING WHERE YOU FOUND YOUR DEFINITIONS


·        MAKE COPIES OF YOUR EVIDENCE AND ORGANIZE THEM IN A FOLDER OR POUCH OR WHATEVER – YOU WILL NEED THIS EVIDENCE DURNG THE DEBATE IF YOU HAVE SAVVY COMPETITORS WHO CHALLENGE YOUR INFORMATION.  LIKEWISE, YOU, TOO, WILL ASK FOR YOUR OPPONENTS EVIDENCE.
·        FROM THIS INFORMATION, YOU WILL THEN MAKE A PLAN AND A STRATEGY FOR BOTH THE AFFIRMATIVE AND THE NEGATIVE.
Define the terms –
·         
·         
·         
·         

_______Research the history of the issue under debate?
 _______Research the affirmative and the negative of the issue.
_______Look for expert testimony from reliable sources who have done a critical evaluation of the crisis using
statistics, surveys, the law and how it might relate to the issue. 
_______Is the issue a moral or a legal argument
_______Use legal documents
_______Solutions?
No matter what side you are debating, remember to think critically.  Always attempt to understand and respect the other side’s point of view. Here are some phrase: “I see what you are talking about, but . . . “ “I saw that study in my research, but the premise is . . . “ ( I will provide you with a cheat sheet of key debate phrases.)

KEEP TRACK OF YOUR SOURCES:
1.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
2.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
3.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
4.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
5.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
6.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
7.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
8.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
9.      Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
10.   Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
11.   Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
12.   Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________
13.   Quote/Fact/Statistic___________________________________________________________________________
Source_________________________________________________________________________________________