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.identifier.uri |
http://hdl.handle.net/1794/9980 |
|
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.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 |