Using Debates to Teach the Psychology of Women

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Abstract
I summarize my experiences using debates as a teaching tool for a course on the psychology of women. Although formal debates are typically thought of as competitive and adversarial, the debate format encouraged class participation, active learning, cooperation, critical thinking, and reading ahead of the class meeting. The project was a stimulating and rewarding experience for most of the class and an excellent way to inspire classroom discussions. This article covers (a) introducing the debate to the class; (b) specific procedure, including debate preparation, timing, judging, and discussion sessions; (c) procedures for judging (but not grading) the debates; (d) student evaluation of the debates; and (e) how debates can be used to empower students and enhance the educational process.

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