Public debate is a fundamental part of democratic life and provides citizens with the opportunity to compare different viewpoints on issues. It also promotes understanding and strengthens democratic institutions. However, it can also be a platform for spreading misinformation and fuelling polarization of opinion. This article explores the nature of these risks and proposes strategies to counter them.
The debate format is the same as for PF (Public Forum, or debating competitions that students all over the world compete in). There are two teams of speakers: pro and con, each with their own designated argumentator. Each speaker has two minutes to present their arguments and answers to questions. It is generally advised to start out with easy questions and topics so that the speakers can settle in and relax. It is then recommended to begin to raise the stakes by asking more controversial questions that will require the speakers to be more persuasive in their reasoning and argumentation.
Debate has many forms including journalistic discussion, student-led debates and political candidate debates. It can also be used in science education as a way to promote scientific literacy and debate societal challenges (Dunwoody and Scott, 1982). Public debate is not without its risks though. The background conditions which enable certain positions to feature in debate – and render other positions invisible – are of great normative importance and should be considered carefully by those planning such activities. This is especially the case when those involved are not seeking merely to tick the box of ‘discussing controversy’.