In a pedagogical method increasing in popularity, students of all levels—from elementary to post graduate—are likely to be asked to engage in debate with peers. How they understand the purposes and values of argumentive discourse is likely to affect its effectiveness. The 3 studies presented here involve junior high school, senior high school, and university students in the United States and China, and are based on their responses to scenarios involving either the opportunity for or necessity of argumentive discourse in cases where a difference of viewpoints exists. The results reveal that many, and in some cases most, students do not appreciate the value of such discourse as having the potential to enhance individual or collective understanding. Comparisons of participants from different populations, however, indicate cultural, as well as developmental, differences, although evidence appeared of individual malleability in relation to cultural patterns.
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