Debate as a Tool in Teaching Economics: Rationale, Technique, and Some Evidence

Abstract

The debate format as discussed here is built around the theory that the teacher can increase the benefits of the traditional lecture format by using debate as a complementary tool and by fully integrating the two formats. The aim of the authors' integrative approach runs on two levels: one is to make debate a streamlined, integral part of course activities and the other is to promote both short-term learning and long-term goals of cultivating critical thinking and an inquisitive mind. Some evidence from the survey tends to substantiate the authors' expectations about short-term goals. Students found the debate format helpful in their learning and understanding of course material, improving comprehension of economic problems and issues, and reported that it enabled them see the relevance of economics. Their assessments of long-term objectives, although broadly favorable, were less consistent.

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