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From version < 49.1 >
edited by Robby Gillespie
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Summary

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1 +Humans all have first-order desires such as wanting to smoke a cigarette, but unlike animals, we can mediate those desires through our volitions. When one takes actions towards a specific end, one postulates that one ought to permit to act – this makes a free volition a pre-requisite. Subjectivity and morality can’t be just a matter of passion, because whether a person identifies with their desires is regulated by volition.
2 +Rahel Jaeggi ’14 (August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
3 +On the one...our initial example.
4 +
5 +Analytics
6 +
7 +The difference between a free volition and an unfree one is that the free volition has been appropriated as a relevant feature of the self. Appropriation is the process of when the self includes the world into the will – for example, a smoker that wants to quit smoking but can’t because of an addiction lacks the ability to appropriate because they can’t exercise their will to end smoking. Without appropriation, there can be no hope for social change or non-alienation since one lacks appropriation; they lack connection with the world, destroying any possibility of agency or participation in any activity. Without engagement with the world, freedom is useless.
8 +Rahel Jaeggi 2 (August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
9 +The underlying idea...alienation diagnosed here.)
10 +
11 +Analytics
12 +
13 +Prefer the standard additionally:
14 +
15 +Analytics
16 +
17 +Second, rule following paradox – moral theories that impose absolute rules fail because there is nothing inherent to the rule nor in the interpretation of the rule that can determine how to follow the rule. There are an infinite number of different rules that are compatible with previous behavior and yet utterly distinct from the intended purpose. Thus, the rational assessment of ethical theories is incoherent because there is no plausible interpretation that can evaluate morality. Only my framework solves because while rules exist, individuals appropriate the rule into their volition and actualize it relevant to their desires.
18 +Rahel Jaeggi 4(August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
19 +Now the standardization...preexisting role scripts.
20 +
21 +Analytics
22 +
23 +Impact Calculus:
24 +
25 +Analytics
26 +
27 +2 Ignore consequences/utilitarian impacts to the framework – focus on future simulations is alienating due its unpredictableness.
28 +Rahel Jaeggi 5(August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
29 +The concept of...in a certain way.
30 +
31 +Restricting the ability for bigots to voice their opinions only internalizes their mentalities and drives them underground.
32 +Vince Herron ‘93, JD, University of Southern California, “Increasing the Speech: Diversity, Campus Speech Codes, and the Pursuit of Truth,” Southern California Law Review, 1993-1994.
33 +Suppression of the...against those ideologies.
34 +
35 +cutting off controversial opinions only alienates extremists because it severs their relation between the self and the world
36 +Rahel Jaeggi 4 (August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
37 +Being accessible rather...of immanent critique.
38 +
39 +Therefore, restricting free speech stops any potential for bigots themselves to realize that they are wrong.
40 +Rahel Jaeggi 5 (August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
41 +My analysis thus...example, an idea.
42 +
43 +Restricting free speech is coercive because it denies college students of their ability to speaks as they please.
44 +Rahel Jaeggi 6 (August 2014). “Alienation.” Columbia University Press. Translated by Frederick Neuhouser and Alan E. Smith. Edited by Frederick Neuhouser. Rahel Jaeggi is professor of social and political philosophy at the Humboldt University in Berlin. Her research focuses on ethics, social philosophy, political philosophy, philosophical anthropology, social ontology, and critical theory.
45 +One can understand...realization presented here.
46 +
47 +The principle of fighting violent ideologies through speech limitations creates an alienating discontinuity between the material world and our perception of it
48 +Shibley ‘15, Robert Shibley (Executive Director of the Foundation for Individual Rights in Education). “Censorship can’t cure racism of Oklahoma frat: Column.” USA To- day. 11 March 2015. http://www.usatoday.com/story/opinion/2015/03/10/racism- fraternity-oklahoma-free-speech-free-marketplace-column/24697041/
49 +Many people may...of the state.
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1 +Analytics
2 +
3 +The aff burden is to prove that the constitution is incoherent and cannot be interpreted, while the neg burden is to prove that the constitution is coherent and interpretable.
4 +
5 +Analytics
6 +
7 +Application of law has no set answer, Hasnas:
8 +John; Back to the Future: From Critical Legal Studies Forward to Legal Realism, Or How Not to Miss the Point of the Indeterminacy Argument, 45 Duke Law Journal 84-132 (1995) http:faculty.msb.edu/hasnasj/gtwebsite/CLSFinalDraft.pdf
9 +The indeterminacy argument…of their decisions.
10 +
11 +The Constitution is what the Supreme Court wants it to be – that’s literally the title of this Harvard Law review response, Segall ’16:
12 +Eric J. Segall, Feb 10 2016 “The Constitution Means What the Supreme Court Says it Means”
13 +Despite this difference…as common law.
14 +
15 +And ideology affects Supreme Court justices’ interpretation of the Constitution, making it indeterminate and incoherent as its own body, Chemerinsky ’12:
16 +E. Chemerinsky, 2012, “Political Ideology and Constitutional Decisionmaking: The Coming Example of the Affordable Care Act” Duke Law Journal
17 +I never have… see social issues.
18 +
19 +No experience can ever prove objective knowledge of the external world, Searle:
20 +Searle, John R. Mind, Language, and Society: Philosophy in the Real World. New York: Basic Books; 2000. (27).
21 +You could have…of these scenarios.
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1 +Militarism is on the rise on college campuses and status quo schools are just militarized knowledge factories. Colleges are the missing link in the expansion of the anti-militarism movement.
2 +Harding and Kershner ‘11, Scott Harding, and Seth Kershner. “‘Just say No’: Organizing Against Militarism in Public Schools" Journal of Sociology and Social Welfare Vol. 38 Issue 2 (2011): 61-80. http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3602andcontext=jssw
3 +In terms of...colleges and communities.
4 +
5 +Student protest on campuses allows for the instigation of dissent and questioning of the military-industrial complex – empirically proven.
6 +McAdam et al ‘99, Giugni Marco, Doug McAdam, and Charles Tilly. How Social Movements Matter. Minneapolis, Minn: U of Minnesota, 1999. Print.
7 +The Anti-Vietnam War...the story unfolded.
8 +
9 +In attempt to stifle the growing anti-war movement, the state has cracked down on resistance to militarism – free speech zones criminalize and marginalize political protests into media spectacles incapable of effectuating change – policing tactics reinforce this violent logic.
10 +Elmer and Opel ‘08 Greg Elmer, associate professor of communication and culture at Ryerson University, PhD in communication from the University of Massachusetts at Amherst, director of the Infoscape Research Lab at Ryerson University, Andy Opel, associate professor of communication at Florida State University, PhD in mass communication from the University of North Carolina, member of the International Communication Association, November 2008, “Preempting Dissent: The Politics of an Inevitable Future,” pages 29-41
11 +SHORTLY AFTER THE...risks and dangers.
12 +
13 +Public colleges deploy a militarized strategy to prevent dissent – they ensure the continuity of militarism by criminalizing opposition to it.
14 +Godrej ‘14, Neoliberalism, Militarization, and the Price of Dissent: Policing Protest at the University of California Farah Godrej. Edited by Piya Chatterjee and Sunaina Maira. Published by the University of Minnesota Press 2014.
15 +I have offered...its high “price.”
16 +
17 +This crack down on resistance to militarism is a restriction of Constitutionally protected speech because people are restricted to voicing their opinions in certain areas – two more warrants.
18 +Hilden ‘04, Julie A FindLaw columnist for CNN – she was educated at Cornell University, Yale Law School, Harvard University; 8-4-2004, "CNN.com," No Publication, http://www.cnn.com/2004/LAW/08/04/hilden.freespeech/
19 +Another important First...First Amendment rights.
20 +
21 +Thus, I advocate that public colleges and universities in the United States ought not restrict any Constitutionally protected speech.
22 +
23 +Militarism permeates the spaces we occupy and has killed democracy. Challenging its stronghold on the academy is key to creating viable alternatives for real-world change. Thus, the role of the ballot is to vote for the debater whose advocacy best resists militarism.
24 +Giroux ‘15, Henry A. American scholar and cultural critic. One of the founding theorists of critical pedagogy in the United States, he is best known for his pioneering work in public pedagogy, “Beyond Dystopian Visions in the Age of Neoliberal Authoritarianism”, Truthout, 4 Nov 2015,
25 +If neoliberal authoritarianism...locally and globally.
26 +
27 +Preventing our slide into an antidemocratic state requires rethinking the role of educators as engaged citizens and public intellectuals. The judge has an obligation to resist the militarization of reason.
28 +Giroux ‘13, Henry A. Giroux, Department of English and Cultural Studies, McMaster University, Hamilton, Ontario, Canada. Neoliberalism’s War Against Teachers in Dark Times. Cultural Studies ↔ Critical Methodologies 13(6) 458– 468. © 2013 SAGE Publications Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1532708613503769 csc.sagepub.com
29 +The tragic deaths...see, Nussbaum, 2010).
30 +
31 +Our opposition to militarism alters the value system of American culture and endorses a nonviolent approach to politics and is the best way to counter the dominant narrative of oppression. Also means that the AFF framing is the best to solve for speech that incites violence against others.
32 +May ‘13, Todd May (political philosopher, Professor of Philosophy at Clemson University), "Is American Nonviolence Possible?" New York Times, 4/21/2013
33 +What would the...a violent response.
34 +
35 +This framing of recognizing others as human beings requires viewing them as adversaries instead of enemies. This approach allows for a political democracy which can combat oppression.
36 +Mouffe ‘10, Chantal, political theorist, 7-25-2010, "Chantal Mouffe: Agonistic Democracy and Radical Politics," Pavilion #15, http://pavilionmagazine.org/chantal-mouffe-agonistic-democracy-and-radical-politics/ 
37 +One of the...between real alternatives.
38 +
39 +Instead of just excluding or restricting some speech in the name of fighting oppression, this allows for effective counter-speech as a method to speak out against prejudice.
40 +Majeed ‘09, Azhar Majeed, "Defying the Constitution: The Rise, Persistence, And Prevalence Of Campus Speech Codes", Foundation for Individual Rights in Education, 11/18/2009, https://www.thefire.org/defying-the-constitution-the-rise-persistence-and-prevalence-of-campus-speech-codes/
41 +The third and...levels of hostility.”249
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1 +Facebook: Robby Gillespie https://www.facebook.com/profile.php?id=100012985602939
2 +Email: pl230411@ahschool.com
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1 +A. Interpretation –Debaters must disclose all broken cases (ACs, NCs, DAs, CPs, and kritiks) on their school's 2016-2017 NDCA LD wiki at least 30 minutes before the round is scheduled to start, including tags, cites, and first and last three words of each formatted card they read. They must do this regardless of whether the tournament requires disclosure.
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1 +I value morality since the word ‘ought’ in the resolution implies moral obligation. Morality is defined as the degree to which something is right or good.
2 +
3 +To determine the best value criterion, we must start from the creation of all moral norms. According to Steven Hendley, an associate professor of philosophy, moral norms are created through communication.
4 +Hendley 2000, Steve. From Communicative Action to the Face of the Other: Levinas and Habermas on Language, Obligation, and Community. Lanham, MD: Lexington, 2000. Print.
5 +As Habermas proposes...rational with others.
6 +
7 +Analytics
8 +
9 +As a result of this, the best value criterion is preserving equal access to dialogue within society. Prefer my value criterion for multiple reasons.
10 +
11 +Analytics
12 +
13 +4. My framework is most specific to the actor of the resolution, public colleges and universities, since their purpose is to investigate the truth, which is only possible by preserving equal access to dialogue. Jeremiah Jenks, a former professor at Cornell University, elaborates.
14 +Jenks, Jeremiah W. “Free Speech in Universities.” Bulletin of the American Association of University Professors (1915-1955) Feb, 1927
15 +A university, however...independently and fearlessly.
16 +
17 +Thus, I contend that public colleges and universities in the United States ought not restrict any constitutionally protected speech.
18 +
19 +Contention 1: Minority Voices
20 +Restricting constitutionally protected speech excludes minority viewpoints and prevents them from speaking.
21 +Azhar Majeed, "Defying the Constitution: The Rise, Persistence, And Prevalence Of Campus Speech Codes", Foundation for Individual Rights in Education, 11/18/2009, https://www.thefire.org/defying-the-constitution-the-rise-persistence-and-prevalence-of-campus-speech-codes/
22 +Second, speech codes...by “intellectual stagnation.”147
23 +
24 +Analytics
25 +
26 +Contention 2: Chilling Effect
27 +Restricting constitutionally protected speech chills speakers from voicing their thoughts.
28 +Azhar Majeed, "Defying the Constitution: The Rise, Persistence, And Prevalence Of Campus Speech Codes", Foundation for Individual Rights in Education, 11/18/2009, https://www.thefire.org/defying-the-constitution-the-rise-persistence-and-prevalence-of-campus-speech-codes/
29 +As discussed in...First Amendment law.132
30 +
31 +Also, as a result of restricting free speech, students have become less politically engaged and therefore have less of a say within society. The Foundation for Individual Rights in Education explains their conclusion from a study.
32 +The Foundation for Individual Rights in Education, June 19, 2015, 6-19-2015, "The 'Chilling Effect' in Action: Campus Speech Codes and Political Disengagement," FIRE, https://www.thefire.org/the-chilling-effect-in-action-campus-speech-codes-and-political-disengagement/
33 +Almost 95 percent...discuss their views.
34 +
35 +Analytics
36 +
37 +Contention 3: Counter-speech
38 +Instead of just excluding or restricting some speech in the name of fighting oppression, we should instead use counter-speech as a method to speak out against prejudice.
39 +Azhar Majeed, "Defying the Constitution: The Rise, Persistence, And Prevalence Of Campus Speech Codes", Foundation for Individual Rights in Education, 11/18/2009, https://www.thefire.org/defying-the-constitution-the-rise-persistence-and-prevalence-of-campus-speech-codes/
40 +The third and...levels of hostility.”249
41 +
42 +Analytics
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1 +Agents lack the epistemic capacity to fully ground knowledge since people constantly come to new conclusions, making their perspective the most indicative of truth.
2 +Anker ‘09, Michael, “The Ethics of Uncertainty: Aporetic Openings”, Atropos Press, 200)
3 +As mentioned and...and conceptual becoming.
4 +
5 +Analytics
6 +
7 +Each person has their own strands of experience that make them unique, so ethics must focus on bridging the gap between agents.
8 +Nagel ‘86, Thomas, The View From Nowhere, 1986
9 +In the pursuit...its own incompleteness.
10 +
11 +The only process that underlies normativity is the agent’s ability to express their desires in the societal realm. Social interaction reconciles our subjectivity into an open forum that grants equal weight to opinions. This means that all conceptions of ethics stem from communication.
12 +Haste ‘98, Helen, (professor of Education at Harvard University) "Communitarianism and the Social Construction of Morality." The Office for Studies in Moral Development and Education at University of Illinois at Chicago. 1998.
13 +Communitarian thinkers start...their community responsibilities.
14 +
15 +Thus, the standard is respecting discursive deliberation. Prefer:
16 +1. Analytic
17 +2. The standard is the best method to produce the most truth since it takes into account the greatest amount of viewpoints and resources possible to come to the most informed conclusions. Also means that the standard is most specific to the actors of the resolution since their objective is to produce the most truth.
18 +Jenks, Jeremiah W. “Free Speech in Universities.” Bulletin of the American Association of University Professors (1915-1955) Feb, 1927
19 +A university, however...independently and fearlessly.
20 +
21 +3. Analytics
22 +
23 +4. Deliberation is key to combat oppression.
24 +DeBrabander ‘15, Firmin associate professor of philosophy at Maryland Institute College of Art, has written social and political commentary for numerous publications, including the Baltimore Sun, Common Dreams, Counterpunch, and the New York Times “Do Guns Make Us Free?: Democracy and the Armed Society”, Yale University Press, 19 May 2015
25 +The famed education...be lectured to.
26 +
27 +Offense
28 +Prejudicial speech is becoming worse in the squo, regardless of speech codes.
29 +Long ’17, Katherine. “UW on Edge Over Perception of Rise in Hate Speech.” The Seattle Times, January 27, 2017. http://www.seattletimes.com/seattle-news/education/uw-on-edge-over-perception-of-rise-in-hate-speech/
30 +More than a...University of Washington.
31 +
32 +Restricting constitutionally protected speech chills speakers from voicing their thoughts.
33 +Majeed ‘09, Azhar "Defying the Constitution: The Rise, Persistence, And Prevalence Of Campus Speech Codes", Foundation for Individual Rights in Education, 11/18/2009, https://www.thefire.org/defying-the-constitution-the-rise-persistence-and-prevalence-of-campus-speech-codes/
34 +As discussed in...First Amendment law.132
35 +
36 +As a result of restricting free speech, students become less politically engaged.
37 +FIRE ‘15, The Foundation for Individual Rights in Education, June 19, 2015, 6-19-2015, "The 'Chilling Effect' in Action: Campus Speech Codes and Political Disengagement," FIRE, https://www.thefire.org/the-chilling-effect-in-action-campus-speech-codes-and-political-disengagement/
38 +Almost 95 percent...discuss their views.
39 +
40 +Restricting the ability for bigots to voice their opinions only internalizes their mentalities and drives them underground.
41 +Herron ‘93, Vince JD, University of Southern California, “Increasing the Speech: Diversity, Campus Speech Codes, and the Pursuit of Truth,” Southern California Law Review, 1993-1994.
42 +Suppression of the...against those ideologies.
43 +
44 +Using counter-speech as a method to speak out against prejudice is a much more effective method than censorship with more benefits.
45 +Majeed 2, Azhar "Defying the Constitution: The Rise, Persistence, And Prevalence Of Campus Speech Codes", Foundation for Individual Rights in Education, 11/18/2009, https://www.thefire.org/defying-the-constitution-the-rise-persistence-and-prevalence-of-campus-speech-codes/
46 +The third and...levels of hostility.”249
47 +
48 +Restricting speech never solves the root cause, but counter-speech does.
49 +ACLU ‘16, American Civil Liberties Union, “Hate Speech on Campus.” 2016 https://www.aclu.org/other/hate-speech-campus
50 +Where racist, sexist...all subject matter.
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