Changes for page New Trier Tolan Aff

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From version < 48.1 >
edited by Patrick Tolan
on 2017/02/19 18:58
To version < 4.1 >
edited by Patrick Tolan
on 2016/11/10 02:11
< >
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1 -2 - Clearly Established AC
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1 -If you need cites you can reach me using email: 20191194@student.nths.net
2 -OR
3 -Facebook: Patrick Tolan
4 -If you need to find me look for the kid with the backwards baseball hat. I reserve the right to read anything on the wikis of my teammates
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1 -=Legal Jurisprudence AC=
2 -====I value morality.====
3 -
4 -
5 -====Constitutionally-protected speech is defined as speech ruled as protected under the Constitution by the Supreme Court or other Federal Courts.====
6 -
7 -==== If I win that the constitution is a good method of evaluation then you should affirm====
8 -
9 -====The role of the judge is to play the part of a federal court judge. The ballot is a referendum on constitutionality. The Affirmative must prove that the restrictions of any constitutionally protected speech are unconstitutional and should end. The Negative must engage in a refutation of the plan by demonstrating that the restriction overturned is constitutional and therefore merits maintaining it. ====
10 -
11 -
12 -====Our framework provides the balance between two poles of impractical legal education – the non-prescriptive nature of critique debates and the directly prescriptive model of policy debate that occurs in the vacuum of legal reality. The debate should center on actions that the government can and cannot take in connection with the legal justification for said action. Moving away from this framework tips the scale toward education without utility. ====
13 -*Edwards 92*
14 - (Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
15 -The growing disjunction
16 -AND
17 -theories to legal problems.41
18 -
19 -
20 -====This type of education is a fundamental prerequisite to addressing legislative and executive courses of action. Debate can be a training ground that provides us with the best understanding of what decisions are made, how they are made, and the interconnectedness of legal restraint. Only the AFF framework provides us with the building blocks to make effective policy advocacy. Wishing policies into existence, absent a discussion of existing legal regimes, ignores vital components of policymaking. ====
21 -*Edwards 92*
22 -(Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
23 -To avoid superfluous or inapposite results, the theorist who addresses a judge must attend
24 -AND
25 -also useful information to practicing lawyers, who seek to persuade the decisionmaker.
26 -
27 -
28 -====Our legal consciousness is an accumulation of knowledge and interaction with legal play. The AFF's framework for debate creates a nuanced discussion of jurisprudence. That skill-set is vital to creating an informed citizenry who can deploy a rights conscious approach in everyday life. ====
29 -*Young 9*
30 - (Kathryne, postdoctoral fellow at Stanford's Lane Center for the American West, Assistant Professor of Sociology at the University of Massachusetts, "Rights consciousness in criminal procedure: a theoretical and empirical inquiry," Sociology of Crime, Law, and Deviance, vol. 12, 67-95, www.kathrynemyoung.com/uploads/2/4/8/6/2486969/rights_consciousness_in_crim_pro_young.pdf)
31 -In the past two decades, legal consciousness has transitioned from an emerging area of
32 -AND
33 -waiver and render people vulnerable to manipulation and unwitting surrender of their rights.
34 -
35 -
36 -====*Legal education is a prerequisite to political inquiry and engagement —- our framework forces debaters to engage in legal processes in order to understand what is possible under the law before prescribing action. ====
37 -***modified for gendered language
38 -*Epstein 85*
39 -—James Parker Hall Distinguished Service Professor Emeritus of Law and Senior Lecturer at the University of Chicago Law School, The Laurence A. Tisch Professor of Law, New York University School of Law, The Peter and Kirsten Bedford Senior Fellow, The Hoover Institution, and a senior lecturer at the University of Chicago (Richard A., "Positive and Normative Elements in Legal Education," in 8 Harvard Journal of Law and Public Policy 255, 1985, http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2236andcontext=journal_articles)//cch
40 -Legal education is a very broad subject, indeed, and I think that in
41 -AND
42 -make his ~~their~~ normative choices from a narrower set of possibilities.
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1 -====I affirm and value justice. Racism is based in moral exclusion, which is fundamentally flawed because exclusion is not based on dessert but rather on arbitrarily perceived differences.====
2 -*Opotow 01*
3 -(Susan Opotow is a social and organizational psychologist. Her work examines the intersection of conflict, justice, and identity as they give rise to moral exclusion — seeing others as outside the scope of justice and as eligible targets of discrimination, exploitation, hate, or violence. She studies moral exclusion and moral inclusion in such everyday contexts as schooling, environmental and public policy conflict, and in more violent contexts, such as deadly wars and the post-war period. She has guest edited The Journal of Social Issues and Social Justice Research and co-edited Identity and the Natural Environment: The Psychological Significance of Nature (MIT Press, 2003). She is associate editor of Peace and Conflict: Journal of Peace Psychology and Past President of the Society for the Psychological Study of Social Issues, "Social Injustice", Peace, Conflict, and Violence: Peace Psychology for the 21st Centuryl Englewood Cliffs, New Jersey: Prentice-Hall, 2001,)
4 -Both structural and direct violence result from moral justifications and rationalizations. Morals are the
5 -AND
6 -spaces.
7 -
8 -====Contention 1: Free Speech allows minorities to advocate for equality====
9 -
10 -
11 -====A. Governments can't be trusted with the power to establish orthodoxy by law. Protection for expression of unpopular beliefs allows us to challenge existing social structures.====
12 -Bernstein '03 - David E. Bernstein ~~Prof., George Mason U. School of Law~~, "Defending the First Amendment from Antidiscrimination Laws," 82 North Carolina Law Review 224 (2003).
13 -But even liberal civil libertarians who oppose laissez-faire economics and support civil rights
14 -AND
15 -culture would come at a very high price to society. ~~FN72~~
16 -
17 -
18 -====B. The exercise of government power is unpredictable. Once the power to censor is granted, it is likely to be turned against its advocates. Progressive academics are most likely to be censored if the protections of the first amendment are weakened.====
19 -Bernstein '03 - David E. Bernstein ~~Prof., George Mason U. School of Law~~, "Defending the First Amendment from Antidiscrimination Laws," 82 North Carolina Law Review 224 (2003).
20 -Ironically, protecting freedom of expression from government regulation ultimately will benefit left-wing
21 -AND
22 -the only serious question is: who will get it?" ~~FN129~~
23 -
24 -
25 -====C. This is empirically proven. Campus speech codes are often turned against the marginalized groups they are designed to protect.====
26 -Strossen '90 - Nadine Strossen ~~Prof. of Law, NY Law School; President of the ACLU, 1991-2008~~, "Regulating Speech on Campus: A Modest Proposal?" Duke Law Journal, Vol. 1990:484 (1990). AT
27 -The first reason that laws censoring racist speech may undermine the goal of combating racism
28 -AND
29 -Act of 1964, which these demonstrators championed, did become law.428
30 -
31 -
32 -====Historically free speech has been far more important for racial equality movements than hate speech regulation–that's what we must focus on protecting====
33 -====Contention 2:====
34 -First, status quo campus movements are attempting to push for legal change right now.
35 -Nguyen (Van Nguyen, "First day of classes begin with campus carry protests
36 -AND
37 -Jonathan Strickland.Organizers say they will keep fighting to repeal campus carry.
38 -
39 -
40 -====Second, free speech on American college campuses has historically led to legal reform.====
41 -Dickey (Jack Dickey, "The Revolution on America's Campuses"; May 2016)
42 -It's been a half
43 -AND
44 -voting age to 18.
45 -This means that when college students are able to contest the law they have the ability to do so. This also means that the affirmative world can solve for institutional racism once college students and professors are allowed to protest without fear of censorship.
46 -
47 -
48 -====Standpoint epistemology is the best starting point for moral decisions – other methods exclude some viewpoints, which makes true analysis of reality impossible. Mills====
49 -* - Dominant narratives shape what's counted as "real ethics", so the standpoint of the oppressed is more likely correct – better starting point
50 -**Edited for ableist language
51 -Charles Mills, "Ideal Theory" as Ideology
52 -AND
53 -shown by the nonappearance of these realities in male-dominated philosophical literature.
54 -
55 -
56 -====That necessitates non-ideal theory – we need to recognize current oppressive power structures that obstruct the realization of ideal principles. And, ideal theory destroys the practical application of ethics. Mills 9====
57 -Mills, C. W. (2009), Rawls on Race/Race in Rawls. The Southern Journal of Philosophy, 47: 161–184
58 -Now how can this ideal ideal—a society not merely without a past history
59 -AND
60 -to have been of much help when and if it ever did arrive.
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2 -1NC- Minimizing Structural Violence Handgun CP Title IX DA
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