Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[19]
  • Caselist.CitesClass[22]

Details

Caselist.RoundClass[19]

EntryDate

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1		-2017-02-12 16:08:40.451
	1	+2017-02-12 16:08:40.0

Caselist.CitesClass[22]

Cites

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	1	+Part 1 is ROTB.
	2	+The wording of this res means that we have to evaluate the truth of its statement.
	3	+Freeley and Steinberg. Austin J. Freeley, Boston based attorney who focuses on criminal, personal injury and civil rights law. David L. Steinberg, Lecturer of Communication Studies @ U Miami. 1986. “Argumentation and Debate: Critical Thinking for Reasoned Decision Making.” Found on Google Books.
	4	+Debate propositions may… of future change.’”
	5	+Prefer this on this res – not restricting speech isn’t a policy, so debates are supposed to evaluate the res.
	6	+This is also consistent with the use of the word “ought” in the res.
	7	+Robinson, Richard. Fellow in Philosophy, Oriel College of Oxford University. July, 1971. “Ought and Ought Not.” Philosophy, Vol. 46, No. 177 (July 1971), pp. 193-202. Published by: Cambridge University Press on behalf of Royal Institute of Philosophy. http://www.jstor.org/stable/3749920.
	8	+Many ought-sentences… expressing an ideal.”
	9	+AND this is consistent with LD rules and semantics – the res is a hypothesis that must be evaluated - the judge must evaluate the truth of the res, not the desirability of it against its alternatives.
	10	+Zarefsky, David. American communication scholar with research specialties in rhetorical history and criticism; professor at Northwestern; 1968 NDT top speaker. 1976. “Argument as Hypothesis Testing,” Paper presented at the Ann Speech Communication Association Francisco, California, December.
	11	+Finally, the hypothesis-testing… affirmation of Y. Instead, the choice is between the central principles of the proposition and the universe of non-propositional alternatives.
	12	+Thus, the ROTB is to evaluate the truth of the statement: “Public colleges and universities in the United States ought not restrict any constitutionally protected speech.” Thus, I defend the res as a general principle being true. But, if I need to defend a specific plan, I’ll defend implementation of the res.
	13	+Part 2 is framing.
	14	+We derive “oughts” and morality from the institutions within which they exist.
	15	+Searle, John R. American philosopher and Professor of Philosophy at the University of California, Berkeley. 1964. “How to Derive "Ought" From "Is",” The Philosophical Review, Vol. 73, No. 1 (Jan., 1964), pp. 43-58.
	16	+In order to… certain constitutive rules.
	17	+Thus, the standard is upholding the purpose of institutions.
	18	+Thus, in order to derive morality for the actor in the res – public colleges and universities in the United States – it’s a priori to view “is”s for universities, which is to educate students across the board.
	19	+Chan, Brown, and Ludlow. Roy Y. Chan*, Boston College Gavin T. L. Brown, The University of Auckland Larry H. Ludlow, Boston College. April 5, 2014. “What is the purpose of higher education?: A comparison of institutional and student perspectives on the goals and purposes of completing a bachelor's degree in the 21st century,” Paper presented at the annual American Education Research Association (AERA) conference. Philadelphia, PA: April 5, 2014.
	20	+It has long… and intellectual development (Palmer, Zajonic, Scribner, and Nepo, 2010).
	21	+1 Your FW collapses to mine – Analytic
	22	+2 The framing turns all kritiks – a) Analytic, b) our best chance of solving the K in the real world is using universities to empower students because student empowerment is key and this outweighs the alt on probability of solving the K’s impacts.
	23	+Delgado and Ross. Sandra Delgado, Department of Curriculum and Pedagogy University of British Columbia. E. Wayne Ross, Department of Curriculum and Pedagogy University of British Columbia. 2016. “Students in Revolt: The Pedagogical Potential of Student Collective Action in the Age of the Corporate University.”
	24	+As students’ collective… and conservative parties (Altbach, 1966; Barker, 2008).
	25	+Part 3 is offense.
	26	+Contention 1 is discourse.
	27	+Discourse is key to education – means universities want to promote it.
	28	+Pastoor, Lutine de Wal. PhD Educational Anthropology. 2007. “Learning discourse: Classroom learning in and through discourse,” doctoral dissertation submitted for the degree of Dr. Polit. Department of Psychology Faculty of Social Sciences University of Oslo.
	29	+Rommetveit9 (1992) argues that… there and then.
	30	+Hearing opposing viewpoints, even if offensive, makes one a better thinker.
	31	+Kelly-Woessner, April. (Woessner is a professor and chairwoman of the political science department at Elizabethtown College) "The Fierce Debate over Free Speech on American College Campuses." LancasterOnline. N.p., 18 Sept. 2016. Web. http://lancasteronline.com/opinion/columnists/the-fierce-debate-over-free-speech-on-american-college-campuses/article_8c208d66-7b65-11e6-88de-d78bce73d4c3.html.
	32	+We are all… exacerbate group conflicts.
	33	+Contention 2 is self-discovery.
	34	+Free speech is key to self-exploration.
	35	+Larson III, Robert G. MA Journalism and Mass Communication from Minnesota, “FORGETTING THE FIRST AMENDMENT: HOW OBSCURITY-BASED PRIVACY AND A RIGHT TO BE FORGOTTEN ARE INCOMPATIBLE WITH FREE SPEECH” 18 Comm. L. and Pol'y 91, Winter 2013
	36	+The first of Emerson's… or her self-realization." n154
	37	+The university has a moral obligation under my FW to assist students in learning the lesson of self-discovery.
	38	+Avery, Isamar. freelance writer for EliteDaily. No Date, "Why Self-Discovery Could Be The Most Important Lesson You'll Ever Learn," Elite Daily, http://elitedaily.com/life/motivation/the-importance-of-the-lesson-of-self-discovery/
	39	+In the real… good for you.
	40	+Contention 3 is truth.
	41	+Free speech is the key in the search for truth.
	42	+Williams, Susan. Walter W. Foskett Professor of Law at Indiana University School of Law–Bloomington. "Free Speech And Autonomy: Inkers, Storytellers, And A Systemic Approach To Speech." Digital Repository @ Maurer Law. 2011. Web. December 06, 2016. http://www.repository.law.indiana.edu/facpub/1321/?utm_source=www.repository.law.i ndiana.edu2Ffacpub2F1321andutm_medium=PDFandutm_campaign=PDFCoverPages
	43	+Freedom of speech … in the competition.
	44	+Promoting the truth is uniquely important under my framework.
	45	+Lotta, Raymond. Contributor for Revolution. 3-11-2007, "Critical Thinking and the Search for the Truth: Today and in Socialist Society," Revolution, The voice of the Revolutionary Communist Party, USA. http://revcom.us/a/081/search-en.html
	46	+The search for… why it matters.
	47	+Two args here – 1) Educators have a moral obligation to proactively do what they can for students to find the truth as it’s key to one’s agency, and 2) case solves your K impacts by using the pedagogy promoted by the AC to teach students to create social movements that reject oppression.
	48	+Giroux, Henry A. Waterbury Chair Professorship at Pennsylvania State University, University Park. 2004. “Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization,” from Winter 2004, Teacher Education Quarterly.
	49	+The search for… and gendered inequalities.

EntryDate

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	1	+2017-02-12 16:08:42.493

Judge

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	1	+Terrence Lonam

Opponent

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	1	+Lynbrook HH

ParentRound

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	1	+19

Round

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	1	+4

Team

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	1	+North Hollywood Stern Aff

Title

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	1	+JANFEB Institution AC

Tournament

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	1	+Stanford