62 Speech Challenge Explanation/Instructions

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62 Speech Challenge


1. Students will prepare and deliver speeches to individual instructors during this afternoon’s lab session. Together, the lab will deliver 62 speeches in front of instructors and record 62 speeches for later review for a total of 124 speeches.

2. There are four speech setups in this document. All students will prepare all four speeches. Each student will sign-up for and deliver two of these speeches to an instructor. Students will record the other two speeches on their phones and submit them for later instructor review.

3. Students may choose to replace one of their instructor-delivered speeches with a reworked speech from a practice debate. In order to be eligible for this replacement, students must sign-up for a slot with the instructor that listened to the initial version of the speech or they must have prior consent from another instructor. However, students that choose to replace one of their speeches with a reworked speech must still record and submit all three of the speeches from this setup.

4. To sign-up for speeches, students will use this spreadsheet: https://docs.google.com/spreadsheets/d/1gCFc5I71gtmZ3APwVvKM1Nk0_QJAuFuB8kQhH9iORbc/edit?usp=sharing. Please be courteous and respectful. All slots must be filled.

5. To record a speech for later review, use your dorm room. You should only be in your room for about ten minutes total; that’s all the time it will take to record two speeches. Only one person should be in a dorm room at any time. Make sure your recordings are clear and then upload them to Dropbox here: https://www.dropbox.com/request/ByZ0UjxPdnLtKXKo2MCd. All speeches must be completed (delivered to an instructor or uploaded to Dropbox) by 5PM.

6. When not giving a speech to an instructor or recording a speech in your dorm room, students should be preparing in the lab room — not hanging out in the dorm. If you have finished all four speeches, you should work on your research assignments. The lab room must be a silent preparation area. If you are found hanging out, you will be referred to the office for discipline and we will cancel any future speech sessions. Do not ruin this for everyone.

#1 — Topicality vs. Deschooling


1. Assume the Deschooling 1AC below.

2. Assume that the 1NC included the topicality argument below.

3. Assume that the 2AC responded with the frontline below.

4. Students should prepare a five-minute negative block speech that extends topicality. They may not read any new evidence, but they may reference the existence of the Illich “topical version” cards in the activity document.

1AC — Deschooling (Practice)

Education through schooling has reached the point of no return - the focus on traditional education reinforces a schooled society that utilizes pedagogical warfare to subjugate the population.

Illich 71 – Ivan Illich, Founder of the Center for Intercultural Documentation in Cuernavaca, Mexico, Priest in the Roman Catholic Church, Former Vicerector to the Catholic University of Puerto Rico, Ph.D. in history from the University of Salzburg, Studied Theology and Philosophy at the Gregorian University in Rome, 1971 (Deschooling Society, Published by Harper and Row, Available Online at http://www.arvindguptatoys.com/arvindgupta/DESCHOOLING.pdf, Accessed 4-20-17)

School has become a social problem; it is being attacked on all sides, and citizens and their governments sponsor unconventional experiments all over the world. They resort to unusual statistical devices in order to keep faith and save face. The mood among some educators is much like the mood among Catholic bishops after the Vatican Council. The curricula of so-called "free schools" resemble the liturgies of folk and rock masses. The demands of high-school students to have a say in choosing their teachers are as strident as those of parishioners demanding to select their pastors. But the stakes for society are much higher if a significant minority loses its faith in schooling. This would endanger the survival not only of the economic order built on the coproduction of goods and demands, but equally of the political order built on the nation-state into which students are delivered by the school.

Our options are clear enough. Either we continue to believe that institutionalized learning is a product which justifies unlimited investment or we rediscover that legislation and planning and investment, if they have any place in formal education, should be used mostly to tear down the barriers that now impede opportunities for learning, which can only be a personal activity.

If we do not challenge the assumption that valuable knowledge is a commodity which under certain circumstances may be forced into the consumer, society will be increasingly dominated by sinister pseudo schools and totalitarian managers of information. Pedagogical therapists will drug their pupils more in order to teach them better, and students will drug themselves more to gain relief from the pressures of teachers and the race for certificates. Increasingly larger numbers of bureaucrats will presume to pose as teachers. The language of the schoolman has already been coopted by the adman. Now the general and the policeman try to dignify their professions by masquerading as educators. In a schooled society, warmaking and civil repression find an educational rationale. Pedagogical warfare in the style of Vietnam will be increasingly justified as the only way of teaching people the superior value of unending progress. Repression will be seen as a missionary effort to hasten the coming of the mechanical Messiah. More and more countries will resort to the pedagogical torture already implemented in Brazil and Greece. This pedagogical torture is not used to extract information or to satisfy the psychic needs of sadists. It relies on random terror to break the integrity of an entire population and make it plastic material for the teachings invented by technocrats. The totally destructive and constantly progressive nature of obligatory instruction will fulfill its ultimate logic unless we begin to liberate ourselves right now from our pedagogical hubris, our belief that man can do what God cannot, namely, manipulate others for their own salvation.

Many people are just awakening to the inexorable destruction which present production trends imply for the environment, but individuals have only very limited power to change these trends. The manipulation of men and women begun in school has also reached a point of no return, and most people are still unaware of it. They still encourage school reform, as Henry Ford II proposes less poisonous automobiles.

Daniel Bell says that our epoch is characterized by an extreme disjunction between cultural and social structures, the one being devoted to apocalyptic attitudes, the other to technocratic decision-making. This is certainly true for many educational reformers, who feel impelled to condemn almost everything which characterizes modern schools-and at the same time propose new schools.

In his The Structure of Scientific Revolutions, Thomas Kuhn argues that such dissonance inevitably precedes the emergence of a new cognitive paradigm. The facts reported by those who observed free fall, by those who returned from the other side of the earth, and by those who used the new telescope did not fit the Ptolemaic world view. Quite suddenly, the Newtonian paradigm was accepted. The dissonance which characterizes many of the young today is not so much cognitive as a matter of attitudes--a feeling about what a tolerable society cannot be like. What is surprising about this dissonance is the ability of a very large number of people to tolerate it.

The capacity to pursue incongruous goals requires an explanation. According to Max Gluckman, all societies have procedures to hide such dissonances from their members. He suggests that this is the purpose of ritual. Rituals can hide from their participants even discrepancies and conflicts between social principle and social organization. As long as an individual is not explicitly conscious of the ritual character of the process through which he was initiated to the forces which shape his cosmos, he cannot break the spell and shape a new cosmos. As long as we are not aware of the ritual through which school shapes the progressive consumer--the economy's major resource--we cannot break the spell of this economy and shape a new one.

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