It’s no secret that Chapin’s Speech & Debate program continues to flourish, but what you might not know is how much dedication, enthusiasm and time our students give to their craft. Upper School History Teacher and Debate Coach Charles Karcher’s FOCUS course provides students with the chance to expand their understanding and further develop their skills for the Lincoln-Douglas style of debate, one of the two styles of debate offered at Chapin.
Chapin students have the opportunity to participate in either Public Forum and Policy debate, which is a partner-style event and headed by K-12 Speech & Debate Coordinator Jim Shapiro, or Lincoln-Douglas debate (LD), a 6-round, one-on-one style event taught by Mr. Karcher. In his FOCUS course, Mr. Karcher and his students spend class time delving into a variety of topics and techniques to sharpen their skills in areas like research, analysis, reading comprehension and processing speed, public speaking and time management. These skills transcend their debate team origins, creating formidable students as well as opponents.
In the Lincoln-Douglas style of debate, philosophy and questions of moral integrity are uniquely central elements, lending itself to debates rich in the philosophical framework and discussions of morality. Debaters argue topics in a bi-monthly circuit with ample time given to conduct thorough research for both sides of the argument. During this two-month time frame, they will debate for and against each topic, known as the “affirmative” and the “negative.” This format makes their in-depth research all the more crucial.
To prepare for a debate topic — or a presentation in Mr. Karcher’s FOCUS course — students create “cards.” These are a style of notes that help them organize their research and refine the information into an easily accessible and digestible format. For a single topic, a student will create anywhere between 50 to 100+ cards. Students read countless sources during the research process and learn how to quickly and effectively process large quantities of information in a condensed time frame. This level of research is indicative of their passion and dedication to their craft. Given that both the FOCUS course and participating in the debate team are optional opportunities at Chapin, their commitment to either or both reflects the students’ incredible enthusiasm and work ethic. Watching them present in their FOCUS course, their mastery of these skills is instantly evident.
Speaking is another important aspect of their craft; the speed, the clarity, the length of argument and their confidence are just a few elements a student needs to consider when presenting. Speed is a particularly interesting and varied aspect of the debate world. The number of words you can speak in a minute is of the utmost importance when you have a limited amount of time in which to convey a large amount of information. It’s no surprise that these students know how to create a fully formed perspective, dense with information, in a compelling and concise way.
One of the presentation topics in the FOCUS course was a deep dive into the philosophical frameworks used to construct (and deconstruct) affirmative and negative arguments in real world contexts. In one class, a Class 12 student presented a thorough explanation of “the Veil of Ignorance,” a concept developed by John Rawls, an American political philosopher. Her presentation demonstrated not only a deep understanding of the concept, but also of John Rawls and how his work has been adopted by other philosophers and politicians in real world politics. She went on to explain the merits and limitations of the “the Veil of Ignorance,” and how it can be used in a debate. Her delivery showcased her self-assured style of public speaking which was mirrored by the whole class as they engaged in a thoughtful discussion of the concept.
The students in Mr. Karcher’s class were all drawn to the course for different reasons. One said she had always been interested in Speech & Debate and saw this as another opportunity to continue her pursuit of this passion. Another dreams of a scientific career and sees this as an opportunity to strengthen her humanities skills. Others were drawn in by an interest in philosophy and the exploration of using these ideas in a modern context, while others have a strong interest in current events and examining world news from a well-rounded perspective.
Whatever spark of curiosity drew this group of students to this course, their inquisitory dispositions and commitment to their crafts shine brightly as they dive into myriad f intriguing topics inside and outside the classroom.
