Conflict Navigation as Rhetoric and Pedagogy for Academic Debating in the United States
| dc.contributor.author | Donaldson, Aaron Paul, 1980- | |
| dc.date.accessioned | 2009-11-24T01:23:32Z | |
| dc.date.available | 2009-11-24T01:23:32Z | |
| dc.date.issued | 2009-09 | |
| dc.description | xii, 92 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. | en_US |
| dc.description.abstract | The purpose ofthis paper is to advocate Conflict Navigation as a new pedagogy aimed at uniting co-curricular debate educators in the United States. Contemporary collegiate debate demonstrates a crisis in pedagogy as seen in a history of "fractionation through structural fortification". This lack of a sustainable pedagogical community has proven to critically strain the resources and curricula of academic debate. Conflict Navigation (CN) represents a behavior-based approach to conflict with an emphasis on ethical rhetoric. The primary mission of argument within a CN framework is inquiry, cooperation, and engagement. | en_US |
| dc.description.sponsorship | Committee in Charge: Dr. David Frank, Clark Honors College; Dr. James Crosswhite, English; Dr. Sara Hodges, Psychology | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/9980 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.relation.ispartofseries | University of Oregon theses, Interdisciplinary Studies Program: Individualized Program, M.S., 2009; | |
| dc.subject | Conflict navigation | |
| dc.subject | Debates and debating | |
| dc.title | Conflict Navigation as Rhetoric and Pedagogy for Academic Debating in the United States | en_US |
| dc.type | Thesis | en_US |
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