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Summary

Details

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1 -A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad.
2 -
3 -A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round.
4 -
5 -A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally.
6 -
7 -A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power
8 -
9 -A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff.
10 -A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state
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1 -2016-09-25 15:35:42.0
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1 -Hunter College Potischman Aff
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1 -A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad.
2 -
3 -A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round.
4 -
5 -A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally.
6 -
7 -A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power
8 -
9 -A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff.
10 -A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state
11 -
12 -A: The negative debater may not read an NC with offense, claim the NC offense turns the Aff, turns to the aff, and claim that extinction comes first under any moral theory. To clarify, you may do these things in isolation, you just may not do them all at the same time.
13 -
14 -A: Debaters must read trigger warnings if reading arguments about sexual violence. To clarify, you must tell the judge and your opponent that you will be reading arguments about sexual violence.
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1 -2016-10-15 22:52:29.0
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1 -2016-09-25 15:35:40.0
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1 -2016-10-15 22:52:28.0
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1 +====Ethics must recognize that loves are not arbitrary psychological states, but rather are directed moral attitudes which can be right or wrong. Ethical projects fundamentally attempt to unify emotions with those responses required by reason.====
2 +**Lewis 1** ~~British novelist, poet, academic, medievalist, literary critic, essayist, lay theologian, and Christian apologist, employed at both Oxford and Cambridge~~ "the Abolition of Man" 1943. http://www.columbia.edu/cu/augustine/arch/lewis/abolition2.htm
3 +This conception in all its forms, Platonic, Aristotelian, Stoic, Christian,
4 +AND
5 +origin for the Tao is a question I am not here concerned with.
6 +
7 +
8 +====We cannot pursue liberatory model through a merely rational reflection of issues. Simply thinking without a reorientation of our emotions will terminally fail to inspire any true activity. ====
9 +David Naugal. ~~chair and professor of philosophy at Dallas Baptist University. Has a Th.D. in systematic theology, and a Ph.D. in humanities with concentrations in philosophy and English literature. He is the author of Worldview: The History of a Concept~~. Education and the Abolition of Man. https://www.cslewis.com/blog/education-and-the-abolition-of-man/. June 17 2009.
10 +Nonetheless, philosophically justified virtues on their own are insufficient to make a person truly
11 +AND
12 +reason for the barbaric character and conduct of countless numbers of people today.
13 +
14 +
15 +====Additionally, only a focus on virtuous orientation accounts for the complexity of moral life. Ethical reasoning cannot be reduced to merely consequentialist calculations of solvency.====
16 +**Adams.** Robert Adams: ~~Philosopher of metaphysics, ethics and religion, has taught at top schools like Yale, Rutgers, Chapel Hill~~ "Involuntary Sins." The Philosophical Review, 1985.
17 +The first thing to be said about this theory is that it is right in
18 +AND
19 +not by trying that we came to be for it or against it.
20 +
21 +
22 +====Thus, the standard is consistency with the Ordo Amoris, defined as correctly orienting our love and appreciation.====
23 +
24 +
25 +====C) The grounding of proper loves is grounded in material reality, but fundamentally ‘inarticulable.’ The notion that we must justify basic insights like respect for human dignity is philosophically bankrupt.'====
26 +**Ebels-Duggan 15**. June 24, 2015. More than Words Can Say: On Inarticulacy and Normative Commitment (by Kyla Ebels-Duggan, Philosopher). NP 9/12/16.
27 +Desires aren’t alone here. Think of what it is like to love someone.
28 +AND
29 +taken seriously. For that matter, neither should our relationships with ourselves.
30 +
31 +
32 +====Instrumentalization of ends is incoherent; prefer the AC framework over roles of the ballots that instrumentalize humanistic education for even important social roles; this robs humans of dignity and precludes capacity for use of intellection as a space for sanctuary and retreat, which renders the humanities competitive, destroying space for cooperative investigation, and limiting individual worth intellectual gifts. If the aim of education is to make a difference, if you cannot, it entails a lack of worth. I control uniqueness, and the conclusion independently follows from the Augustinian FW. ====
33 +Zina Hitz ~~B.A., St. John’s College, Annapolis, 1995; M.Phil., Classics, Cambridge University, 1996; Ph.D. Philosophy, Princeton University, 2005; Assistant Professor, Auburn University, 2005-6; Assistant Professor, University of Maryland, Baltimore County, 2006-2012; Fellow, Center for Hellenic Studies, 2008-9; Visiting Fellow, James Madison Program, Princeton University, 2010-11; Tutor, St. John's College, Annapolis, 2015-~~. 4/7/16. "Freedom and Intellectual Life." First Things. http://www.firstthings.com/web-exclusives/2016/04/freedom-and-intellectual-life MT
34 +What is the point of studying the humanities? The question reflects the current climate
35 +AND
36 +one such crucial form of asceticism. May it be preserved as such.
37 +
38 +
39 +====I defend, Resolved: Countries ought to prohibit the production of nuclear power====
40 +
41 +
42 +===Contention 1 is Consumerism===
43 +
44 +
45 +====Nuclear energy involves a deeply problematic consumeristic orientation.====
46 +
47 +====First, to endorse nuclear energy is to endorse those orientations which make nuclear energy necessary. If the endorsement of those conditions is morally wrong, than using nuclear energy simply subsidizes morally wrong attitudes.====
48 +Parkins, John R. and Haluza, Randolph ~~The authors are John R. Parkins, Associate Professor of Sociology, Department of Rural Economy, University of Alberta and Randolph Haluza-DeLay, Associate Professor of Sociology, The King’s University College, Edmonton, Alberta. ~~ -DeLay Social and Ethical Considerations of Nuclear Power Development. April 2011. http://ageconsearch.umn.edu/bitstream/103237/2/StaffPaper11-01.pdf
49 +Only slightly smaller in scope is the question of Why do we want/need
50 +AND
51 +whether nuclear energy production is an appropriate means to pursuit of that goal.
52 +
53 +
54 +====Second, the decision to develop nuclear energy is rooted indelibly in a consumeristic orientation that instrumentalizes nature and privileges the satisfaction of greed. ====
55 +**Loy 13.** David Loy, (David Robert Loy is an American author and authorized teacher in the Sanbo Kyodan lineage of Japanese Zen Buddhism.) 4-1-2013, "The Three Nuclear Poisons," Huffington Post, http://www.huffingtonpost.com/david-loy/the-three-nuclear-poisons'b'2983534.html, accessed 9-2-2016
56 +Bracketed for grammar
57 +What causes dukkha? The four noble truths single out tanha
58 +AND
59 +restructure our societies according to the amount of renewable energy that’s safely available.
60 +
61 +
62 +====Finally, the instrumentalization of science is grounded in a fundamental violation of the Aristotelian precepts. The right way to respond to nature requires we conform ourselves to the world, not restructuring the world to suit us, which is the logic of consumerism. ====
63 +**Lewis 2 ~~bracketed for gendered language~~.** C.S. Lewis ~~Professor at Oxford and Cambridge, author of numerous books on philosophy and Christianity~~. The Abolition of Man. 1943.
64 +My point may be clearer to some if it is put in a different form
65 +AND
66 +It it would not lose what Martin Buber calls the Thou-situation.
67 +
68 +
69 +===Contention 2 is Power===
70 +
71 +
72 +====The aim of nuclear power production is a quest for power====
73 +**Ellul 82,** Jacques. (Jacques Ellul was a French philosopher, professor, sociologist, lay theologian, and Christian anarchist.) A THEOLOGICAL REFLECTION ON .1 r NUCLEAR DEVELOPMENTS: j ! The Limits of Science, Technology, and Power. 1982.
74 +All atomic research is research for power. It is no longer simply "nuclear
75 +AND
76 +nuclear energy, which has no other objective than the pursuit of power.
77 +
78 +
79 +====Nuclear power production is motivated by corporate greed====
80 +**Jacobs 11.** Ron Jacobs, (Ron Jacobs is the author of Daydream Sunset: Sixties Counterculture in the Seventies published by CounterPunch Books. He lives in Vermont. He can be reached at: ronj1955@gmail.com.) 3-12-2011, "When Greed Goes Radioactive," counterpunch.org, http://www.counterpunch.org/2011/03/15/when-greed-goes-radioactive/, accessed 9-10-2016. NP
81 +Recently, Duke Energy and Progress Energy, two of the largest energy corporations in
82 +AND
83 +safe. It’s because the energy industry is driven by profits and greed.
84 +
85 +
86 +====Instrumentalizing nature means we cannot properly orient ourselves towards it – the search for power over nature only leads to power of some over others ====
87 +**Lewis 3.** C.S. Lewis ~~Professor at Oxford and Cambridge, author of numerous books on philosophy and Christianity~~. The Abolition of Man. 1943.
88 +Bracketed for gendered language
89 +'Man's conquest of Nature' is an expression often used to
90 +AND
91 +is ~~they are~~ also the prisoner who follows the triumphal car.
92 +
93 +
94 +===Underview===
95 +
96 +
97 +====The state is inevitable- speaking the language of power through policymaking is the only way to create social change in debate.====
98 +**Coverstone 5** Alan Coverstone (masters in communication from Wake Forest, longtime debate coach) "Acting on Activism: Realizing the Vision of Debate with Pro-social Impact" Paper presented at the National Communication Association Annual Conference November 17^^th^^ 2005 JW 11/18/15
99 +An important concern emerges when Mitchell describes reflexive fiat as a contest strategy capable of
100 +AND
101 +that is a fundamental cause of voter and participatory abstention in America today.
102 +
103 +
104 +====Excessive focus on discourse and representations kills the liberal movements you seek to promote.====
105 +**Chait 15** Jonathan Chait "How the language police are perverting liberalism." NY Magazine January 275h 2015 http://nymag.com/daily/intelligencer/2015/01/not-a-very-pc-thing-to-say.html JW
106 +Or maybe not. The p.c. style of politics has one serious
107 +AND
108 +that have become forbidden, so many attitudes that will get you cast out
EntryDate
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1 +2017-01-14 18:12:38.0
Judge
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1 +Christian Quiroz
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1 +Ryan Younger
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1 +13
Round
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1 +Hunter College Potischman Aff
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1 +SEPT OCT AC Augustine V2
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1 +Bronx
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1 +Excessive abstraction entrenches dominant power structures which causes oppression and rips ideal theory of its normative value.
2 +Mills 5 Charles W. Mills (John Evans Professor of Moral and Intellectual Philosophy) ““Ideal Theory” as Ideology” Hypatia vol. 20, no. 3 (Summer 2005) JW
3 +Now what distinguishes
4 +AND
5 +the social order.
6 +
7 +Ethical frameworks that abstract away from concrete social conditions are violently appropriated – ethics that can be conscious of current deficits in society are key to overcome oppression
8 +Butler 5, Judith. Giving an Account of Oneself. Fordham University Press. 2005. NP 10/11/15.
9 +I would like
10 +AND
11 +ethos becomes violent.
12 +
13 +Thus the standard is minimizing structural violence. To clarify, structural violence refers to social institutions, structures or systemic problems that disadvantage individuals.
14 +
15 +Prefer the standard:
16 +1. Structural violence is a precondition to the instantiation of your ethical theory – we must undermine it to allow freedom
17 +Duquette David A. Duquette (Professor of Philosophy St. Norton’s College) “Hegel: Social and
18 +AND
19 +between distinct consciousnesses.
20 +
21 +Hate speech on the rise now—Trump.
22 +Okeowo 16 Alexis (New Yorker staff writer) “HATE ON THE RISE AFTER TRUMP’S ELECTION” The New Yorker November 16th 2016 http://www.newyorker.com/news/news-desk/hate-on-the-rise-after-trumps-election JW
23 +Since Donald Trump
24 +AND
25 +report such incidents.
26 +
27 +Allowing open contestation of ideas without restriction leads to social progress—LGBTQ rights, feminism, and abolitionism prove.
28 +Rauch 13 Jonathan (contributing editor at The Atlantic and National Journal and a senior fellow at the Brookings Institution.) “The Case for Hate Speech” The Atlantic November 2013 https://www.theatlantic.com/magazine/archive/2013/11/the-case-for-hate-speech/309524/ JW
29 +A generation ago,
30 +AND
31 +to criticize us.
32 +
33 +Counterspeech solves hate speech—empirical examples prove.
34 +Calleros 95 (Charles, Winter, Professor of Law, Arizona State University, 27 Ariz. St. L.J. 1249, “PATERNALISM, COUNTERSPEECH, AND CAMPUS HATE-SPEECH CODES: A REPLY TO DELGADO AND YUN”, lexis)
35 +Delgado and Yun
36 +AND
37 +support for diversity.
38 +
39 +Social science proves counterspeech solves.
40 +Strossen 1 (Nadine, National President, American Civil Liberties Union; Professor of Law, New York Law School, 25 S. Ill. U. L. J. 243, “Incitement to Hatred: Should There Be a Limit?”, lexis)
41 +A study that
42 +AND
43 +prejudice and discrimination.
44 +
45 +This solves better than speech codes:
46 +A. Speech codes just drive hatefulness underground, which makes it impossible to address and more pernicious.
47 +ACLU 01 American Civil Liberty Union “Hate Speech on Campus” 2001 https://www.aclu.org/other/hate-speech-campus JW
48 +A: Bigoted speech is
49 +AND
50 +of racist ideas.
51 +
52 +B. Speech codes can be used against minorities—setting free speech precedents is key to social activism.
53 +ACLU 01 American Civil Liberty Union “Hate Speech on Campus” 2001 https://www.aclu.org/other/hate-speech-campus JW
54 +A: Free speech rights
55 +AND
56 +persons, we'll be next."
EntryDate
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1 +2017-02-16 16:20:48.0
Judge
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1 +Matt Mandel, Madeleine Stevens
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1 +Chris Sun
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Round
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1 +2
Team
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1 +Hunter College Potischman Aff
Title
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1 +JAN FEB AC Structural Violence
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1 +Harvard Round Robin
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1 +Individuals must be considered to have a right to property, otherwise it’s impossible to consider them as volitional
2 +Kant, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
3 +It is possible
4 +AND
5 +mine or yours.
6 +
7 +Human beings can not reject their personality and ability to be free –reducing individuals to mere means makes ethics incoherent
8 +Kant 2, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
9 +A human being
10 +AND
11 +free from blame
12 +
13 +The ability to lay claim to property rights necessitates the existence of a collective will that can have power over individuals
14 +Kant 3, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
15 +Bracketed for gendered language
16 +When I declare
17 +AND
18 +a civil constitution.
19 +
20 +This outweighs – a) unilateral wills are only contingent – only an omnilateral will makes rights claims conclusive
21 +Kant 4, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
22 +No insight can
23 +AND
24 +mine or yours.
25 +
26 +b) rights must be derived a priori rather than a posteriori – the aff framework is the only way to derive state obligations
27 +Kant 5, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
28 +The concept of
29 +AND
30 +from using the object.
31 +
32 +c) it’s the only way to avoid property rights being contingent
33 +Kant 6, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
34 +So the way
35 +AND
36 +he contradicts himself.
37 +
38 +Thus, the standard is consistency with the omnilateral will. Put away your generic Kant answers – the aff uses Kantian political philosophy, not moral philosophy.
39 +Ripstein 9, Arthur. Force and Freedom: Kant’s Legal and Political Philosophy. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 8/4/16.
40 +In the same
41 +AND
42 +person or property.43
43 +
44 +To clarify, the framework does not value the ability to set any end, but rather the ability to decide which ends to pursue
45 +Ripstein 9 2, Arthur. Force and Freedom: Kant’s Legal and Political Philosophy. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 8/4/16.
46 +Independence is the
47 +AND
48 +right to independence
49 +
50 +Prefer additionally:
51 +Only a Kantian framework makes public education coherent – no public educational institutions can be free from the constraints of the omnilateral will.
52 +Ripstein 9 3. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17.
53 +The impossibility of
54 +AND
55 +protect their freedom.
56 +
57 +First, public universities and colleges are founded and operated by the state.
58 +Collegebound “Differences Between Public and Private Universities and Liberal Arts Colleges” http://www.collegebound.net/content/article/differences-between-public-and-private-universities-and-liberal-arts-colleges/18529/ JW
59 +In the US,
60 +AND
61 +into comprehensive universities.
62 +
63 +Public officials must make laws consistent with their inner standard of consistency – i.e. the constitution. Otherwise, the sovereign is in a place of contradiction with itself.
64 +Ripstein 9 4. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. Page 201-203. NP 2/12/17.
65 +The idea of
66 +AND
67 +of inner consistency.
68 +
69 +Second, laws are only legitimate if individuals could agree to impose them on themselves. One could not agree to a condition of enforceable passivity where freedom of expression is abrogated – it would undermine rightful honor.
70 +Ripstein 9 5. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17.
71 +Innate right has
72 +AND
73 +their rightful honor.
74 +
75 +Third, freedom of expression is a necessary component of your status as a person and an entitlement of right – protected speech can not wrong others
76 +Ripstein 9 6. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17.
77 +Instead of advantage,
78 +AND
79 +arrangements with you.
80 +
81 +Fourth, censorship of criticism of the ruler’s political opinions would undermine their power and legitimacy
82 +David 83 summarizes and quotes Kant 1. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language
83 +“The citizen must,”
84 +AND
85 +and self-assurance.
86 +
87 +Fifth, censorship is inconsistent with the initial foundation of right and leads to contradiction with the basis for the government’s power
88 +David 83 summarizes and quotes Kant 2. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language
89 +What is the
90 +AND
91 +his subjects’ rationality.
EntryDate
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1 +2017-02-17 18:44:38.0
Judge
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1 +Joey Schnide, Paloma OConnor
Opponent
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1 +Jack Wareham
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1 +17
Round
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1 +3
Team
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1 +Hunter College Potischman Aff
Title
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1 +JAN FEB AC Kant
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1 +Harvard RR
Caselist.CitesClass[14]
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1 +Individuals must be considered to have a right to property, otherwise it’s impossible to consider them as volitional
2 +Kant, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
3 +It is possible
4 +AND
5 +mine or yours.
6 +
7 +Human beings can not reject their personality and ability to be free –reducing individuals to mere means makes ethics incoherent
8 +Kant 2, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
9 +A human being
10 +AND
11 +free from blame
12 +
13 +The ability to lay claim to property rights necessitates the existence of a collective will that can have power over individuals
14 +Kant 3, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
15 +Bracketed for gendered language
16 +When I declare
17 +AND
18 +a civil constitution.
19 +
20 +This outweighs – unilateral wills are only contingent – only an omnilateral will makes rights claims conclusive
21 +Kant 4, Immanuel. Kant: The Metaphysics of Morals (Cambridge Texts in the History of Philosophy) 2nd Edition. by Immanuel Kant (Author, philosopher), Mary J. Gregor (Editor), Roger J. Sullivan (Introduction). Cambridge University Press 1996. 1797. NP 8/2/16.
22 +No insight can
23 +AND
24 +mine or yours.
25 +
26 +
27 +
28 +Thus, the standard is consistency with the omnilateral will. Put away your generic Kant answers – the aff uses Kantian political philosophy, not moral philosophy.
29 +Ripstein 9, Arthur. Force and Freedom: Kant’s Legal and Political Philosophy. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 8/4/16.
30 +In the same
31 +AND
32 +person or property.43
33 +
34 +Prefer additionally:
35 +Only a Kantian framework makes public education coherent – no public educational institutions can be free from the constraints of the omnilateral will.
36 +Ripstein 9 3. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17.
37 +The impossibility of
38 +AND
39 +protect their freedom.
40 +
41 +First, public universities and colleges are founded and operated by the state.
42 +Collegebound “Differences Between Public and Private Universities and Liberal Arts Colleges” http://www.collegebound.net/content/article/differences-between-public-and-private-universities-and-liberal-arts-colleges/18529/ JW
43 +In the US,
44 +AND
45 +into comprehensive universities.
46 +
47 +Public officials must make laws consistent with their inner standard of consistency – i.e. the constitution. Otherwise, the sovereign is in a place of contradiction with itself.
48 +Ripstein 9 4. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. Page 201-203. NP 2/12/17.
49 +The idea of
50 +AND
51 +of inner consistency.
52 +
53 +Second, laws are only legitimate if individuals could agree to impose them on themselves. One could not agree to a condition of enforceable passivity where freedom of expression is abrogated – it would undermine rightful honor.
54 +Ripstein 9 5. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17.
55 +Innate right has
56 +AND
57 +their rightful honor.
58 +
59 +Third, freedom of expression is a necessary component of your status as a person and an entitlement of right – protected speech can not wrong others
60 +Ripstein 9 6. (Arthur Ripstein is a professor of law and of philosophy at the University of Toronto. He was appointed to the Department of Philosophy in 1987) Force and Freedom Kant’s Legal and Political Philosophy Arthur Ripstein. Harvard University Press Cambridge, Massachusetts . London, England 2009. NP 2/12/17.
61 +Instead of advantage,
62 +AND
63 +arrangements with you.
64 +
65 +Fourth, censorship of criticism of the ruler’s political opinions would undermine their power and legitimacy
66 +David 83 summarizes and quotes Kant 1. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language
67 +“The citizen must,”
68 +AND
69 +and self-assurance.
70 +
71 +Fifth, censorship is inconsistent with the initial foundation of right and leads to contradiction with the basis for the government’s power
72 +David 83 summarizes and quotes Kant 2. KANTS FOURTH DEFENSE OF FREEDOM OF EXPRESSION1 Michael Davis (Illinois State University, Michael Davis is a member of the Philosophy Department of Illinois State University, having received his Ph. D. from the University of Michigan. His research interests include social contract theory (where the contract is actual, not hypothetical), standards for just punishment, and morality as the work of a “moral legislature.”) March 1983. NP 2/13/17. bracketed for gendered language
73 +What is the
74 +AND
75 +his subjects’ rationality.
76 +
77 +Underview
78 +2. Only a fixed ideal of the good even allows conceptual space for radical alteration and change. The pure moral vision of the NC is even a prerequisite for the radical alterity of the aff – this provides the only grounds for resistance to oppressive norms
79 +Chesterton. Orthodoxy. 1908. http://www.gutenberg.org/cache/epub/130/pg130-images.html
80 +This, therefore, is
81 +AND
82 +our first requirement.
83 +
84 +3. Even if there is material manifestation of change, there must be a fixed notion of the good to make sense of difference
85 +Chesterton, Gilbert K. Heretics. 1905. http://www.gutenberg.org/files/470/470-h/470-h.htm
86 +But certainly the
87 +AND
88 +instance) growing fatter.
89 +
90 +4. Ignore role of the ballots that say that we should view the debate round in terms of what makes it most useful is wrong ~-~- the move to instrumentalize our thought is epistemic arrogance.
91 +Justin W: (Justin W. “The Unpredictable Progress of Knowledge,” Dailynous. May 20, 2016//FT)
92 +The whole thing
93 +AND
94 +we really are.
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1 +First, all inquiry starts with a purpose - the ultimate end of thought is the production of belief and the satisfaction of doubt. Ethics is thus aimed at practical ends.
2 +C. S. Peirce. “How to Make Our Ideas Clear (1878).” The Essential Peirce: Selected Philosophical Writings. Volume 1 (1867-1893. Edited by Nathan Houser and Christian Kloesel. Indian University Press. 124-142
3 +The principles set
4 +AND
5 +of the object.
6 +
7 +Second, all reasoning is practically motivated, all we seek for are answers that alleviate the practical problem of doubt, there is no way for the mind to latch onto anything more.
8 +Peirce B: Peirce, C.S. American Philosopher “How to Make Our Ideas Clear.” The Essential Peirce: Selected Philosophical Writings, Volume 1 (1867-1893). Edited by Nathan Houser and Christian Kloesel. Indian University Press, 1992. MT
9 +The irritation of
10 +AND
11 +with questioning everything!
12 +
13 +And the pragmatic theory spills over into not just the content of ethics, but the very modes of making ethical decisions.
14 +John Dewey a. “The Problem of Logical Subject Matter.” 1938 From Logic: The Theory of Inquiry. The Essential Dewey: Ethics, Logic, Psychology. Volume 2. Edited by Hickman and Alexander. Indian University Press. 157-169.
15 +The word knowledge
16 +AND
17 +in further inquiry.
18 +
19 +Thus, we cannot just look at which policies best accomplish our purposes. We must to construct procedural mechanisms for social decision making that allow pragmatic advancement given changing ends – this supports a pragmatic theory of democracy.
20 +Dewey b. John Dewey, "Democracy and Educational Administration," School and Society 45 (April 3, 1937); 457-67. NP 2/15/17. bracketed for gendered language
21 +Democracy is much
22 +AND
23 +way of life.
24 +
25 +Additionally, democracy is necessary for adequate social inquiry and to recognize the individual. This means I preclude and turn ends and means based NCs.
26 +Matthew Festenstein, "Dewey's Political Philosophy", The Stanford Encyclopedia of Philosophy (Spring 2014 Edition), Edward N. Zalta (ed.), URL = http://plato.stanford.edu/archives/spr2014/entries/dewey-political/.
27 +This way of
28 +AND
29 +of classical liberalism.
30 +
31 +Thus the standard is consistency with pragmatic democratic decision procedure. Impact calculus – this is not utilitarianism or rule util – it’s not a question of maximizing given ends, but following a certain procedure.
32 +Advocacy
33 +I defend the whole resolution, but I’m willing to specify further in CX.
34 +Contention
35 +The thesis and sole contention is that the procedural constraints on a pragmatist approach to democratic policy require educational spaces to protect free speech.
36 +First, the constitutional protections of free speech have been shaped by a long history of pragmatist methodology. This provides extremely strong epistemic grounds for maintaining and strengthening the procedure.
37 +Bean and Elbow summarize Dewey. Janet Bean and Peter Elbow. FREEWRITING AND FREE SPEECH: A PRAGMATIC PERSPECTIVE. JOURNAL OF TEACHING WRITING VOLUME 25.1
38 +Free speech would
39 +AND
40 +the ultimate good.
41 +
42 +This links back to the standard and precludes standard link-turns given the genetic and historical nature of the offense.
43 +John Dewey c. “The Evolutionary Method as Applied to Morality: II. Its Significance for Conduct.” The Philosophical Review, Vol. 11, No. 4 (Jul., 1902), pp. 353-371. Accessed through JSTOR
44 +The reply already
45 +AND
46 +necessary in function.
47 +
48 +Second, the aff is necessary to maintain space for individualism within education contexts.
49 +Dewey e, John. Democracy And Education : An Introduction To The Philosophy Of Education. Waiheke Island: The Floating Press, 2009. eBook Collection (EBSCOhost). Web. 9 Feb. 2017. NP
50 +It is not
51 +AND
52 +thing of it.
53 +
54 +
55 +This links to the standard because only by maintaining intellectual individualism do we have leave space for future democratic development.
56 +Dewey f, John. Democracy And Education : An Introduction To The Philosophy Of Education. Waiheke Island: The Floating Press, 2009. eBook Collection (EBSCOhost). Web. 9 Feb. 2017. NP
57 +A just philosophic
58 +AND
59 +ignored and denied.
60 +
61 +
62 +And indeed, a recognition of persons as individuals provides powerful independent reason to maintain academic freedom of speech. Only through such freedom can we respond with the needed flexibility to individual and particular persons. Restrictions of free-speech denies the particularity of persons.
63 +Phillips and Siegel 15 summarize and quote Dewey. Phillips, D.C. and Siegel, Harvey, "Philosophy of Education", The Stanford Encyclopedia of Philosophy (Winter 2015 Edition), Edward N. Zalta (ed.), URL = https://plato.stanford.edu/archives/win2015/entries/education-philosophy/. NP 2/9/17.
64 +Plato's educational scheme
65 +AND
66 +the modern world?)
67 +
68 +Third, Pragmatism supports freedom of expression, because freedom of expression is the only way to have reliable and effective radical revisions of society. Freedom of expression is the only viable methodology for social change left.
69 +Rosenfeld 98 summarizes Rorty. Just Interpretations Law between Ethics and Politics Michel Rosenfeld UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California. NP 2/10/17.
70 +The political means
71 +AND
72 +rather than ends.
73 +
74 +U/V
75 +2. My method of education helps students become critical of existing structures and what they’re taught
76 +Rorty 99, Richard. (1999a). Education as socialization and as individualization. In R. Rorty (Ed.), Philosophy and social hope. New York: Penguin Books. NP 2/12/17.
77 +We Deweyans think
78 +AND
79 +of college students.
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1 +2017-02-20 15:48:40.0
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1 +Becca Traber, Bob Overing, Bennett Eckert
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1 +Law Magnet MG
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1 +A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad.
2 +
3 +A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round.
4 +
5 +A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally.
6 +
7 +A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power
8 +
9 +A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff.
10 +A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state
11 +
12 +A: If the negative debater claims that they have performed the Turing text on their opponent, which they failed, they must in the form of a text in the NC delineate how we evaluate responses to the Turing test, and how we carry out the Turing test, and how we deliberate if someone’s a computer
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1 +2017-02-20 18:01:45.0
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1 +A: IF the negative debater claims that the affirmative debater should lose for reading a utilitarian framework, they must read a competing comprehensive moral theory that explains how we ought to take action in all circumstances. To clarify – the standard may not say that certain things are bad, it must provide a metric for determining what is good and bad.
2 +
3 +A: Neg must disclose all topicality interpretations on the NDCA wiki at least an hour before the round.
4 +
5 +A: If the negative debater reads topicality, claims that topicality outweighs theory, reads offense under the aff framework, and a kritik of the aff’s view of debate, they must defend the K unconditionally.
6 +
7 +A: If the negative debater reads a criticism of the affirmative’s approach to the question of the resolution, then they must read an NC that justifies an alternative framework with topical offense about why we should not ban nuclear power
8 +
9 +A: the negative debater may not criticize the affirmative framework, and claim that their criticism of the framework is a voting issue, and read turns to the aff.
10 +A: If the negative debater asks the affirmative debater before the round to defend implementation of the resolution, then they may not read a criticism with links about the affirmative’s use of the state
11 +
12 +A: The negative debater may not read an NC with offense, claim the NC offense turns the Aff, turns to the aff, and claim that extinction comes first under any moral theory. To clarify, you may do these things in isolation, you just may not do them all at the same time.
13 +
14 +A: Debaters must read trigger warnings if reading arguments about sexual violence. To clarify, you must tell the judge and your opponent that you will be reading arguments about sexual violence.
15 +
16 +A: The negative debater may not read turns to the affirmative, a counterplan that makes an exception on free speech protection for plagiarism and a counterplan that makes an exception on free speech protection for fraternities, and defend both conditionally
17 +
18 +A: If the negative debater claims that they have performed the Turing text on their opponent, which they failed, they must in the form of a text in the NC delineate how we evaluate responses to the Turing test, and how we carry out the Turing test, and how we deliberate if someone’s a computer
19 +
20 +A: The negative debater may not read an argument that claims that you negate if the affirmative proves that the resolution is true, you negate, and read an NC and answers to the affirmative framework
21 +
22 +A: The negative debater may not read a theory shell in the NC, deny the aff RVIs, and claim that judges should not evaluate 1ar theory.
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1 +2017-02-23 02:14:02.0
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1 +If you have any questions, feel free to contact me at ninapotischman@hunterschools.org
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1 +2017-03-03 01:30:55.0
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1 +====Meaning can only be grounded in a framework of experience. That framework must be understood within a pragmatist methodology.====
2 +**West 89 summarizes and quotes Dewey**, Cornel. (Cornel Ronald West (born June 2, 1953) is an American philosopher, political activist, social critic, author, and public intellectual). The American Evasion of Philosophy : A Genealogy of Pragmatism. University of Wisconsin Press, 1989. The Wisconsin Project on American Writers. Pg 88-89. NP 2/25/17.
3 +For Dewey, modern philosophy has five paradigmatic notions of experience: first, as
4 +AND
5 +of context leads toward gross distortion and truncation in epistemology-centered philosophy.
6 +
7 +
8 +====A Deweyan pragmatist philosophy does not devolve to abstract moral questions but is embedded in context and materiality – only this understanding allows us to appreciate knowledge as contextual, leaving room for social improvement and revision of ideas ====
9 +**Glaude 7,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (5-7) NP 2/26/17.
10 +In a Shade of Blue is my contribution to the tradition I have just sketched
11 +AND
12 +and a watchful concern for the well-being of our democratic life.
13 +
14 +
15 +====Dewey’s pragmatic theory provides a procedure that accounts for plurality within society and enables resolution of conflicts despite conflicting values– this avoids appealing to hegemonic and authoritarian value systems====
16 +**Ralston 11,** Shane J. In Defense of Democracy as a Way of Life: A Reply to Talisse’s Pluralist Objection. sites.psu.edu/wp-content/uploads/sites/9354/2011/09/InDefenseDemocracyWayLife-SRalston.pdf. NP 3/26/17.
17 +In this penultimate section, I present Dewey’s pluralist procedure and offer an illustration of
18 +AND
19 +it continues in existence simply because it continues to be necessary in function.
20 +
21 +
22 +====Prefer additionally: ====
23 +
24 +
25 +====Deliberative democracy is the actualization of pragmatist principles====
26 +**Rogers 1,** Melvin. (Melvin L. Rogers is currently the Scott Waugh Chair in the Division of the Social Sciences and Associate Professor of Political Science and African American Studies at UCLA.) Liberalism, Narrative, and Identity: A Pragmatic Defense of Racial Solidarity. 2002. NP 3/12/17.
27 +To begin, deliberative democracy acts both as a device for achieving political justification and
28 +AND
29 +first try to say something about what this does for conversations about race.
30 +
31 +
32 +====Only a Deweyan notion of experience and philosophy renders the field relevant – the past matters but doesn’t count exclusively====
33 +**Glaude 7 on Dewey 2,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (83-85) NP 3/3/17.
34 +John Dewey’s seminal essay "The Need for a Recovery of Philosophy," critiques not
35 +AND
36 +history assumes in our lives once we take his conception of experience seriously.
37 +
38 +
39 +====A pragmatic understanding gives us the tools to understand tragic choices created as a product of racism in America====
40 +**Glaude 7 on **Dewey 3**,** Eddie S. (Eddie S. Glaude Jr. is the chair of the Center for African-American Studies and the William S. Tod Professor of Religion and African-American Studies at Princeton University.) In a Shade of Blue : Pragmatism and the Politics of Black America. University of Chicago Press, 2007. EBSCOhost. (45-46) NP 3/3/17.
41 +I have argued in this chapter that John Dewey’s philosophy presupposes a tragic vision and
42 +AND
43 +certainty and security amid the brutality of others, that I now turn.
44 +
45 +
46 +==Advocacy==
47 +I defend the whole resolution.
48 +
49 +
50 +==Contention==
51 +
52 +
53 +====First, schools must be guardians of free expression – otherwise students will be willing to cede to external authorities after leaving educational institutions.====
54 +**Stack and Simpson 10**, Stack, Sam F. and Douglas J. Simpson (2010). Teachers, Leaders, and Schools : Essays by John Dewey. Carbondale, Ill: Southern Illinois University Press. Pg 227-229. NP 3/2/17.
55 +There is, however, one domain in which fear of governmental action never became
56 +AND
57 +and the schools should be the ceaseless guardians and creators of this vigilance.
58 +
59 +
60 +====This links to the standard — challenging authoritative dictates about appropriate speech is necessary to produce a democratic ontology and self-critical citizens that challenge power structures. ====
61 +**Burch 9.** KerryBurch (Northern Illinois University). PARRHESIA AS A PRINCIPLE OF DEMOCRATIC PEDAGOGY. 2009 Ohio Valley Philosophy of Education Society/Volume 40. files.eric.ed.gov/fulltext/EJ864311.pdf (pg 79-80). NP 3/2/17.
62 +In Democracy Matters, Cornel West theorizes parrhesia in ways that affirm its value as
63 +AND
64 +market-driven education and the dogged tenacity of the American warrior ethos.
65 +
66 +
67 +====Second, avoiding censorship of even offensive ideas is necessary to safeguard universities as protectors of democratic values and avoid dogmatism and groupthink====
68 +**West and George 17.** Sign the Statement: Truth Seeking, Democracy, and Freedom of Thought and Expression - A Statement by Robert P. George and Cornel West (Robert P. George is McCormick Professor of Jurisprudence and Director of the James Madison Program in American Ideals and Institutions at Princeton University. Cornel West is Professor of the Practice of Public Philosophy in the Divinity School and the Department of African and African- American Studies at Harvard University.) March 14, 2017. NP 3/15/17.
69 +The pursuit of knowledge and the maintenance of a free and democratic society require the
70 +AND
71 +toxic to the health of academic communities and to the functioning of democracies.
72 +
73 +
74 +====This links to the standard – free and open deliberation is necessary to recognize particularity of contexts and respect democratic procedures====
75 +**Rogers 10 summarizes Dewey.** (Melvin L. Rogers is currently the Scott Waugh Chair in the Division of the Social Sciences and Associate Professor of Political Science and African American Studies at UCLA.) Contemporary Pragmatism Editions Rodopi Vol. 7, No. 1 (June 2010), 69–91 Dewey and His Vision of Democracy Melvin L. Rogers. P 82-83. NP 3/12/17.
76 +The significance Dewey accords deliberation among citizens yields another point regarding the fact of conflict
77 +AND
78 +the entire decision making process loses in legitimacy what it gains in suspicion.
79 +
80 +
81 +====Third, Pragmatism supports freedom of expression, because freedom of expression is the only method of social change that attains reliable and effective radical revisions of society. ====
82 +**Rosenfeld 98 summarizes Rorty.** Just Interpretations Law between Ethics and Politics Michel Rosenfeld UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California. NP 2/10/17.
83 +The political means Rorty considers necessary to render his hopes for redemption in this world
84 +AND
85 +vision is ultimately unpragmatic because of its shortcomings regarding means rather than ends.
86 +
87 +
88 +====Fourth, the constitutional protections of free speech have been shaped by a long history of pragmatist methodology. This provides extremely strong epistemic grounds for maintaining and strengthening the procedure. ====
89 +**Bean and Elbow summarize Dewey.** Janet Bean and Peter Elbow. FREEWRITING AND FREE SPEECH: A PRAGMATIC PERSPECTIVE. JOURNAL OF TEACHING WRITING VOLUME 25.1
90 +Free speech would not have had its long history even into the present if it
91 +AND
92 +to discover the (contingent) truth but to serve the ultimate good.
93 +
94 +
95 +====The practical effects of arguments matters – censors claim to care about some external good but censorship always fill the same purpose – to consolidate power and serve the interest of the group in control. ====
96 +**Stack and Simpson 10**, Stack, Sam F. and Douglas J. Simpson (2010). Teachers, Leaders, and Schools : Essays by John Dewey. Carbondale, Ill: Southern Illinois University Press. Pg 218-219. NP 3/2/17.
97 +Another great American democrat, Abraham Lincoln, left as his heritage the statement that
98 +AND
99 +way to a nobler, because freer, manifestation of the human spirit.
100 +
101 +
102 +===UV - 1===
103 +
104 +
105 +====History proves – speech codes don’t work – they end up targeting the people they’re espoused to protect. ====
106 +Nadine **Strossen 90**. Regulating Racist Speech on Campus: A Modest Proposal?. www.jstor.org/stable/pdf/1372555.pdf. Duke Law Journal, Vol. 1990, No. 3, Frontiers of Legal Thought II. The New First Amendment (Jun., 1990), pp. 484-573. Duke University School of Law. NP 2/23/17.
107 +
108 +The first reason
109 +AND
110 +was Asian-American.
111 +
112 +====Banning bigotry lets sentiments fester underground and show in more virulent ways====
113 +**Malik 12,** Kenan. (Malik is a writer, lecturer and broadcaster) Why Hate Speech Should Not Be Banned. https://kenanmalik.wordpress.com/2012/04/19/why-hate-speech-should-not-be-banned/ NP 2/22/17.
114 +KM: I believe that no speech should be banned solely because of its content
115 +AND
116 +on the real world, but that impact is mediated through human agency.
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Caselist.RoundClass[14]
Cites
... ... @@ -1,0 +1,1 @@
1 +12
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-16 16:20:47.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Matt Mandel, Madeleine Stevens
Opponent
... ... @@ -1,0 +1,1 @@
1 +Chris Sun
Round
... ... @@ -1,0 +1,1 @@
1 +2
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard Round Robin
Caselist.RoundClass[15]
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-17 18:42:11.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Joey Schnide, Paloma OConnor
Opponent
... ... @@ -1,0 +1,1 @@
1 +Jack Wareham
Round
... ... @@ -1,0 +1,1 @@
1 +3
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard RR
Caselist.RoundClass[16]
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-17 18:42:24.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Joey Schnide, Paloma OConnor
Opponent
... ... @@ -1,0 +1,1 @@
1 +Jack Wareham
Round
... ... @@ -1,0 +1,1 @@
1 +3
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard RR
Caselist.RoundClass[17]
Cites
... ... @@ -1,0 +1,1 @@
1 +13
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-17 18:44:36.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Joey Schnide, Paloma OConnor
Opponent
... ... @@ -1,0 +1,1 @@
1 +Jack Wareham
Round
... ... @@ -1,0 +1,1 @@
1 +3
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard RR
Caselist.RoundClass[18]
Cites
... ... @@ -1,0 +1,1 @@
1 +14
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-20 13:32:08.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Becca Traber
Opponent
... ... @@ -1,0 +1,1 @@
1 +Phillips Academy Andover TC
Round
... ... @@ -1,0 +1,1 @@
1 +6
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard
Caselist.RoundClass[19]
Cites
... ... @@ -1,0 +1,1 @@
1 +15
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-20 15:48:39.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Becca Traber, Bob Overing, Bennett Eckert
Opponent
... ... @@ -1,0 +1,1 @@
1 +Law Magnet MG
Round
... ... @@ -1,0 +1,1 @@
1 +Triples
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard
Caselist.RoundClass[20]
Cites
... ... @@ -1,0 +1,1 @@
1 +16
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-20 18:01:44.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Any
Opponent
... ... @@ -1,0 +1,1 @@
1 +Any
Round
... ... @@ -1,0 +1,1 @@
1 +1
Tournament
... ... @@ -1,0 +1,1 @@
1 +All
Caselist.RoundClass[21]
Cites
... ... @@ -1,0 +1,1 @@
1 +17
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-23 02:14:01.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Any
Opponent
... ... @@ -1,0 +1,1 @@
1 +Any
Round
... ... @@ -1,0 +1,1 @@
1 +1
Tournament
... ... @@ -1,0 +1,1 @@
1 +All
Caselist.RoundClass[22]
Cites
... ... @@ -1,0 +1,1 @@
1 +18
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-03-03 01:30:39.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Any
Opponent
... ... @@ -1,0 +1,1 @@
1 +Any
Round
... ... @@ -1,0 +1,1 @@
1 +1
Tournament
... ... @@ -1,0 +1,1 @@
1 +Any
Caselist.RoundClass[23]
Cites
... ... @@ -1,0 +1,1 @@
1 +19
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-04-29 19:00:31.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Becca Traber
Opponent
... ... @@ -1,0 +1,1 @@
1 +Saavan Nanavati
Round
... ... @@ -1,0 +1,1 @@
1 +3
Tournament
... ... @@ -1,0 +1,1 @@
1 +TOC

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