Rhetoric & Composition‪.‬

Debate as a Critical Thinking Carnival: Tis to Laugh! Denise Heikinen, Michigan Technological University, Department of Humanities, Houghton, MI 49931-1295 In my paper I take a fresh look at how formal debate can work as a process leading to critical thinking in the classroom. Some object to classroom debates for fear of they encourage too much of a competitive spirit where the loudest voice and the quickest wit wins out over genuine and disinterested exploration of a topic. Concerns about gender issues cause anxiety as well. However, I suggest we begin with a re-definition of the Greek rhetorical term agon as a "gathering" of struggle rather than the struggle itself, as some contend is its original meaning. This enables us to think of debate as a gathering that fosters a carnilvalesque process of critical thought, rather than an endgame itself. Bakhtin's carnival theory can help us further appreciate debate's ability to be critical if we emphasize its comical elements. Assigning students to unfamiliar roles allows carnival's topsy-turvy effect to free them to consider the possibility of change. They begin to explore ideas their personal ideologies might otherwise reject. Debate can also prepare passive students to experience what an opinion feels like. And a carefully planned debate helps create an atmosphere of collaboration that persists throughout the term.