Changes for page Strake Jesuit Tom Neg

Last modified by Administrator on 2017/08/29 03:40

From version < 34.1 >
edited by Neville Tom
on 2017/02/19 01:54
To version < 49.1 >
edited by Neville Tom
on 2017/02/19 17:01
< >
Change comment: There is no comment for this version

Summary

Details

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1 -This is my first tournament on this topic, so I will probably read an unbroken case or something off of my teammates' wiki. All broken positions that I break will be posted here. If you have any questions, or hear that I broke something that I haven't put on here yet, FB message me or email me at ntom18@mail.strakejesuit.org.
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1 -2017-02-18 18:53:41.0
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1 -0- Note for Harvard
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1 -Interpretation: Debaters should read substantively justified frameworks grounded in a normative starting point to combat and understand oppression. Consistency with the best liberation strategy for the oppressed requires a debate where we explain what this oppression is, how we react to it, and why it’s the only relevant impact. To clarify, my argument is not oppression is ok but that debating the justifications is inescapable from solving oppression.
2 -
3 -Violation:
4 -
5 -Net Benefits:
6 -
7 -First, saying oppression is bad without normatively justifying it is insufficient. Connecting theory to the real world is key to produce social change. A non-reflective theory only reinforces stereotypes, turns their performance. SMITH AND EATON:
8 -“Role of reflection and praxis in community-based learning and social justice work” by Toby Smith and Marie Eaton http://cielearn.org/wp-content/themes/ciel/docs/Praxis_Social20Justice202-10.pdf
9 -“If reflection is AND and our lives. ”
10 -
11 -Second, their use of educational spaces as a sites of empowerment places the judge into the role of the authoritarian adjudicator who molds students in accordance to a particular political end. This kills any conception of critical citizenship and turns their performance. RICKERT:
12 -Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal
13 -“An example of AND produced in class.” (299-300)
14 -
15 -Third, their unquestionable model to oppression that justifies itself through self-reference ensures a rigid vision of resistance where the judge prescribes the student an imperialist model of education – turns their performance. RICKERT 2:
16 -Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal
17 -“This essay will AND serve the other” (48)
18 -
19 -Rickert 1 and 2 Outweigh:
20 -ANALYSIS
21 -
22 -Fourth, philosophy is ABOUT social realities and teaches us how to address them. My framework claims are about to real world, not playing some academic game. This is a pre-fiat turn because they’re trying to suppress philosophical discussion while I say we should argue about the best framework. TRABER:
23 -Becca Traber. Extremely lit person that knows stuff about debate. http://nsdupdate.com/2013/in-defense-of-philosophy-by-becca-traber/
24 -And, here is AND think about it.
25 -
26 -Methods question so vote them down on prefiat level
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1 -2017-02-18 19:00:16.0
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1 -Bob Overing
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1 -Evanston HS
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1 -1
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1 -Strake Jesuit Tom Neg
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1 -1- Read Normative FW to Understand Oppression
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1 -Harvard
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1 -Counterplan text: "Resolved: Public colleges and Universities in the United States ought not restrict any speech except for term papers produced by professionals who sell them to students who turn them in as original work for academic credit."
2 -
3 -And the CP’s competitive- Term papers prepared by professionals and sold to students, even though they are cut and dry examples of plagiarism, are constitutionally protected free speech. Duke Law Journal:
4 -Term Paper Companies and the Constitution, 1973 Duke Law Journal 1275-1317 (1974) Available at: http://scholarship.law.duke.edu/dlj/vol22/iss6/3
5 -The preparation and AND value to society."
6 -
7 -Turns Case:
8 -ANALYTICS
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1 -2017-02-19 01:53:34.0
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1 -Andrew Perez
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1 -Munster AW
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1 -JF- Term Papers CP
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1 -2017-02-18 18:53:39.0
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1 -2017-02-18 19:00:14.0
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1 -Bob Overing
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1 -Evanston HS
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1 -1
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1 -6
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1 -2017-02-19 01:53:28.0
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1 -Andrew Perez
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1 -Munster AW
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1 +ANALYTICS
2 +
3 +Practical reflection is an inescapable aspect of agency. FERRERO:
4 +Luca Ferrero (University of Wisconsin at Milwaukee) "Constitutivism and the Inescapability of Agency" Oxford Studies in Metaethics, vol. IV January 12th 2009 pp. 6-8
5 +3.2 Agency is special AND closed under itself.15
6 +Impacts: ANALYTICS
7 +
8 +ANALYTICS
9 +
10 +And- willing coercion is a contradiction in conception because you extend your own freedom while simultaneously undermining your ability to act in the first place. In order to prevent coercion individuals must submit to the omnilateral will. KANT:
11 +Immanuel Kant (leading Kantian scholar) The Metaphysical Elements of Justice, trans. John Ladd. 1797. Indianapolis: Hackett Publsihing, 1999.
12 +When I declare AND in a civil society.
13 +
14 +Thus, the standard is consistency with the omnilateral will. Prefer the standard: ANALYTICS
15 +
16 +Impact analysis: ANALYTICS B. We can’t be culpable for consequences—external forces determine them. HEGEL:
17 +Hegel 20 George Wilhelm Friedrich Hegel The Philosophy of Right 1820
18 +The will has AND in the purpose.
19 +
20 +I contend that public entities have an obligation to restrict some constitutionally protected free speech.
21 +
22 +Speech acts that intend to incite revolution dissolve the authority of the sovereign and must be prohibited. VARDEN:
23 +Varden 10 Helga Varden (Associate Professor of Philosophy at the University of Illinois) "A Kantian Conception of Free Speech" May 22nd 2010 Freedom of Expression in a Diverse World Volume 3 of the series AMINTAPHIL: The Philosophical Foundations of Law and Justice pp 39-55 http://link.springer.com/chapter/10.10072F978-90-481-8999-1'4
24 +To understand Kant’s AND a public crime (6: 331).
25 +
26 +And according to Cornell Law, the Brandenburg v. Ohio U.S. Supreme Court decision maintains that seditious speech is protected by the First Amendment so long as it does not indicate an “imminent” threat.
27 +https://www.law.cornell.edu/supremecourt/text/395/444
EntryDate
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1 +2017-02-19 01:54:34.0
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1 +Andrew Perez
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1 +Munster AW
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1 +8
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1 +4
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1 +Strake Jesuit Tom Neg
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1 +JF- Omnilateral Will NC
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1 +Harvard
Caselist.CitesClass[9]
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1 +This is my first tournament on this topic, so I will probably read an unbroken case or something off of my teammates' wiki. All broken positions that I break will be posted here. If you have any questions, or hear that I broke something that I haven't put on here yet, FB message me or email me at ntom18@mail.strakejesuit.org.
EntryDate
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1 +2017-02-19 16:57:49.0
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1 +Stuffs
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1 +Troll
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1 +9
Round
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1 +1
Team
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1 +Strake Jesuit Tom Neg
Title
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1 +0- Note for Harvard
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard
Caselist.CitesClass[10]
Cites
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1 +Interpretation: Debaters should read substantively justified frameworks grounded in a normative starting point to combat and understand oppression. Consistency with the best liberation strategy for the oppressed requires a debate where we explain what this oppression is, how we react to it, and why it’s the only relevant impact. To clarify, my argument is not oppression is ok but that debating the justifications is inescapable from solving oppression.
2 +
3 +Violation:
4 +
5 +Net Benefits:
6 +
7 +First, saying oppression is bad without normatively justifying it is insufficient. Connecting theory to the real world is key to produce social change. A non-reflective theory only reinforces stereotypes, turns their performance. SMITH AND EATON:
8 +“Role of reflection and praxis in community-based learning and social justice work” by Toby Smith and Marie Eaton http://cielearn.org/wp-content/themes/ciel/docs/Praxis_Social20Justice202-10.pdf
9 +“If reflection is AND and our lives. ”
10 +
11 +Second, their use of educational spaces as a sites of empowerment places the judge into the role of the authoritarian adjudicator who molds students in accordance to a particular political end. This kills any conception of critical citizenship and turns their performance. RICKERT:
12 +Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal
13 +“An example of AND produced in class.” (299-300)
14 +
15 +Third, their unquestionable model to oppression that justifies itself through self-reference ensures a rigid vision of resistance where the judge prescribes the student an imperialist model of education – turns their performance. RICKERT 2:
16 +Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal
17 +“This essay will AND serve the other” (48)
18 +
19 +Rickert 1 and 2 Outweigh:
20 +ANALYSIS
21 +
22 +Fourth, philosophy is ABOUT social realities and teaches us how to address them. My framework claims are about to real world, not playing some academic game. This is a pre-fiat turn because they’re trying to suppress philosophical discussion while I say we should argue about the best framework. TRABER:
23 +Becca Traber. Extremely lit person that knows stuff about debate. http://nsdupdate.com/2013/in-defense-of-philosophy-by-becca-traber/
24 +And, here is AND think about it.
25 +
26 +Methods question so vote them down on prefiat level
EntryDate
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1 +2017-02-19 16:58:38.0
Judge
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1 +Bob Overing
Opponent
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1 +Evanston HS
ParentRound
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1 +10
Round
... ... @@ -1,0 +1,1 @@
1 +1
Team
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1 +Strake Jesuit Tom Neg
Title
... ... @@ -1,0 +1,1 @@
1 +1- Read Normative FW to Understand Oppression
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard
Caselist.RoundClass[8]
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1 +8
EntryDate
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1 +2017-02-19 01:54:32.0
Judge
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1 +Andrew Perez
Opponent
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1 +Munster AW
Round
... ... @@ -1,0 +1,1 @@
1 +4
Tournament
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1 +Harvard
Caselist.RoundClass[9]
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1 +9
EntryDate
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1 +2017-02-19 16:57:47.0
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1 +Stuffs
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1 +Troll
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1 +1
RoundReport
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1 +AC- Guerilla Gardening
2 +NC- Read Normative FW to Understand Oppression Defend Resolution Actor T
3 +1AR- AC 1AR Extinction K Read Normative FW to Understand Oppression T
4 +2N- Everything
5 +2AR- Everything
Tournament
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1 +Harvard
Caselist.RoundClass[10]
Cites
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1 +10
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-19 16:58:36.0
Judge
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1 +Bob Overing
Opponent
... ... @@ -1,0 +1,1 @@
1 +Evanston HS
Round
... ... @@ -1,0 +1,1 @@
1 +1
RoundReport
... ... @@ -1,0 +1,5 @@
1 +AC- Guerilla Gardening
2 +NC- Read Normative FW to Understand Oppression Defend Resolution Actor T
3 +1AR- AC 1AR Extinction K Read Normative FW to Understand Oppression T
4 +2N- Everything
5 +2AR- Everything
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard

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