02. Ways of Thinking in Debate

Objectives

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• Develop logical and argumentative reasoning skills.
• Learn techniques for formulating hypotheses and logical chains.
• Improve the ability to construct structured reasoning.
• Enhance critical thinking skills in a debate context.

1. Introduction (15 minutes)

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Objective: Engage students and introduce the topic.

Activities:

1. Hypothetical Thinking Exercise (10 minutes):
   
   • Distribute flashcards with complex scenarios.
   • Ask students to develop possible reasoning chains.
   • Example: "If a universal income were introduced, what could be the economic and social consequences?"
2. Discussion on Reasoning Strategies (5 minutes):
   
   • Present models of deductive and inductive logical reasoning.
   • Introduce the concept of the "Chain of Whys."

Examples:

• Inductive reasoning (from particular to general):
  
  • Example: Observing that students who study regularly achieve good grades leads to the conclusion that consistent studying improves academic success.
  • Process:
    
    • Observation: Mario studies 2 hours daily and scores 9.
    • Observation: Giulia studies 3 hours daily and scores 8.
    • Observation: Paolo studies 2.5 hours daily and scores 8.5.
    • General conclusion: Systematic studying improves academic results.
• Deductive reasoning (from general to particular):
  
  • Example:
    
    • General premise: All mammals are warm-blooded.
    • Specific premise: Dolphins are mammals.
    • Conclusion: Therefore, dolphins are warm-blooded.
• Chain of Whys – Topic: Climate Change

1. Why are global temperatures increasing?
   
   • Cause: Increase in greenhouse gas emissions.
2. Why are greenhouse gas emissions increasing?
   
   • Cause: Use of fossil fuels.
3. Why do we continue using fossil fuels?
   
   • Cause: Economic dependence on traditional energy sources.
4. Why are we dependent on these sources?
   
   • Cause: Existing infrastructure and transition costs.
5. Why don’t we switch rapidly?
   
   • Cause: Economic and political complexity of energy transformation.

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2. Core Lesson: Reasoning Techniques (25 minutes)

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Objectives: Teach students strategies for developing logically sound reasoning based on structured and data-driven arguments.

Activities:

• Hypothesis Formulation Strategies: Introduce the following techniques with examples:
  
  • Guiding questions method
  • "What would happen if" technique
  • Analysis of the Chain of Whys

Practical Examples of Logical Construction:

1. Chain of Whys
   
   • Topic: "Impact of Technology on Education"
   • Example progression:
     
     • Why does technology influence learning?
     • Why do study methods change?
     • Why do students learn differently?
2. Hypothesizing Techniques:
   
   • Building Alternative Scenarios
   • Analyzing Variables
   • Evaluating Indirect Consequences

Examples:

• Building Alternative Scenarios (“What would happen if…?”)
  
  • Topic: School learning with Artificial Intelligence.
  • Possible scenarios:
    
    • Scenario A: Complete replacement of teachers with AI systems.
    • Scenario B: AI as a complementary support to traditional teaching.
    • Scenario C: Hybrid model with teachers and AI co-designing education.
• Analyzing Variables (“What would change if…?”)
  
  • Topic: Impact of Digital Education.
  • Key variables:
    
    • Students' age.
    • Students' technology skills.
    • Type of digital tools.
    • Teachers' competencies.
    • Socioeconomic context.
• Evaluating Indirect Consequences (“What could be the consequences if…?”)
  
  • Example: Introduction of a universal income for students.
  • Possible responses:
    
    • Direct consequences:
      
      • Greater economic independence.
      • Reduction of part-time work.
    • Indirect consequences:
      
      • Possible decrease in academic motivation.
      • Changes in family dynamics.
      • Modifications in study paths.
      • Impact on the youth labor market.
      • Evolution of generational expectations.

3. Practical Exercise on Mansplaining (35 minutes)

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Group Division:

• 4-5 groups of 4-5 students.
• Topic: "Mansplaining: Dynamics, Impact, and Counteracting Strategies."

Tasks for Each Group:

1. Chain of 5 "Whys" on Mansplaining:
   
   • Why does mansplaining persist in professional settings?
   • Why do men tend to interrupt or diminish women?
   • Why are there gender communication differences?
   • Why do power structures influence communication?
   • Why doesn’t awareness immediately eliminate the problem?
2. Building Hypothetical Scenarios:
   
   • Scenario A: Workplace where mansplaining is completely eliminated.
   • Scenario B: Mandatory corporate training against mansplaining.
   • Scenario C: Equal communication policies in institutions.
3. Identifying Counter-Arguments:
   
   • Possible objections to the concept of mansplaining.
   • Arguments that might minimize the problem.
   • Analysis of cultural resistance (founded and unfounded).

Evaluation Criteria for Reasoning:

• Logical coherence of the argumentative chain.
• Depth of analysis of underlying mechanisms.
• Ability to anticipate and refute counter-arguments.
• Originality in approaching the topic.

Final Outputs:

• Concept map and/or short argumentative report.
• Presentation of results.

Presentation Format:

• 5 minutes per group.
• Discussion and final debate.

4. Final Reflection (15 minutes)

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Objective: Reinforce learning, raise awareness, and promote self-evaluation.

• Discussion on emerging strategies.
• Sharing encountered difficulties.
• Reflection on critical thinking techniques.

Homework/Additional Research:

• Analysis of a real debate to map reasoning structures.

Required Materials:

• Flashcards with scenarios.
• Research and reference materials.

FLASHCARDS – HYPOTHETICAL THINKING SCENARIOS

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Instructions: Distribute one card to each pair or small group. Students must develop chains of logical reasoning.

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SCENARIO 1

If a universal basic income were introduced, what could be the economic and social consequences?
Develop a “why” chain and identify at least 3 direct and 3 indirect consequences.

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SCENARIO 2

What would happen if all school exams were replaced by practical projects?
Analyze the variables involved and assess pros and cons.

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SCENARIO 3

If artificial intelligence could diagnose diseases better than doctors, how would the healthcare system change?
Build at least 2 alternative scenarios.

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SCENARIO 4

What would happen if the use of social media were banned for minors under 16?
Identify direct, indirect, and unintended consequences.

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SCENARIO 5

If a 4-day workweek were introduced, what would be the effects on the economy and society?
Apply deductive and inductive reasoning.

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SCENARIO 6

What would happen if university education became completely free for everyone?
Develop a “why” chain.

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SCENARIO 7

If public transportation were free in all cities, how would urban mobility change?
Analyze variables and build scenarios.

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SCENARIO 8

What would happen if renewable energy completely replaced fossil fuels within 5 years?
Evaluate consequences for the economy, employment, and geopolitics.

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MODELS OF LOGICAL REASONING

Theoretical guide to building structured arguments in debate

INDUCTIVE REASONING (from specific to general)

Definition: Starting from specific observations to reach general conclusions.

Example: studying and academic performance

Process:

• Observation 1: Mario studies 2 hours a day and gets a 9
• Observation 2: Giulia studies 3 hours a day and gets an 8
• Observation 3: Paolo studies 2.5 hours a day and gets an 8.5
• General conclusion: systematic studying improves academic performance

When to use it in Debate:

• To build generalizations based on empirical data
• To support claims with concrete examples
• To identify patterns and trends

Be careful: always check that the sample is sufficiently representative.

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DEDUCTIVE REASONING (from general to specific)

Definition: Starting from general premises to reach specific conclusions.

Classic example: Mammals

• General premise: all mammals are warm-blooded
• Specific premise: dolphins are mammals
• Logical conclusion: therefore, dolphins are warm-blooded

Debate example: environmental policies

1. General premise: policies that reduce CO₂ emissions slow climate change
2. Specific premise: a carbon tax reduces CO₂ emissions
3. Logical conclusion: therefore, a carbon tax slows climate change

When to use it in Debate:

1. To build solid, logically sound arguments
2. To apply general principles to specific cases
3. To demonstrate the logical necessity of a conclusion

Be careful: make sure the premises are true and widely accepted.

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THE “WHY” CHAIN

Technique to explore the root causes of a phenomenon

HOW IT WORKS

Ask the question “Why?” repeatedly (5 times) to dig into deeper causes.

Goals:

• Identify root causes, not just surface ones
• Understand interconnections between different factors
• Anticipate opponents’ counterarguments
• Build stronger arguments

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EXAMPLE 1: CLIMATE CHANGE

1st Why: Why are global temperatures rising? → Increase in greenhouse gas emissions

2nd Why: Why are greenhouse gas emissions increasing? → Extensive use of fossil fuels

3rd Why: Why do we keep using fossil fuels? → Economic dependence on traditional energy sources

4th Why: Why are we dependent on these sources? → Existing infrastructure and high transition costs

5th Why: Why don’t we change quickly? → Economic and political complexity of the energy transition

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EXAMPLE 2: TECHNOLOGY AND EDUCATION

1st Why: Why does technology influence learning? → It changes access to information and learning methods

2nd Why: Why do study methods change? → Access to diverse and interactive digital resources

3rd Why: Why do students learn differently? → Cognitive processes adapt to new interaction modes

4th Why: Why do cognitive processes change? → The brain adapts to frequent stimuli and digital patterns

5th Why: Why does this change the role of education? → Teaching evolves from knowledge transmission to critical skill development

WORKSHEET 1 – HYPOTHETICAL THINKING SCENARIOS (FLASHCARDS)

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Instructions: Work in pairs or small groups. Develop clear chains of logical reasoning.

SCENARIO 1 – Universal Basic Income

If a universal basic income were introduced, what could be the economic and social consequences?

Direct consequences (at least 3):

Indirect consequences (at least 3):

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SCENARIO 2 – Exams Replaced by Projects

What would happen if all school exams were replaced by practical projects?

Variables involved:

Pros:

Cons:

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SCENARIO 3 – AI and Medical Diagnosis

If AI could diagnose diseases better than doctors, how would healthcare change?

Scenario A:

Scenario B:

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SCENARIO 4 – Social Media Ban under 16

What would happen if social media were banned for minors under 16?

Direct consequences:

Indirect consequences:

Unintended consequences:

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SCENARIO 5 – Four-Day Workweek

If a four-day workweek were introduced, what would be the effects on the economy and society?

Deductive reasoning:

Inductive reasoning:

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SCENARIO 6 – Free University Education

What would happen if university education became completely free for everyone?

“Why” chain:

1. Why? _______________________________________
2. Why? _______________________________________
3. Why? _______________________________________

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SCENARIO 7 – Free Public Transport

If public transport were free in all cities, how would urban mobility change?

Key variables:

Possible scenarios:

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SCENARIO 8 – 100% Renewable Energy in 5 Years

What would happen if renewable energy fully replaced fossil fuels within five years?

Economic impact:

Employment impact:

Geopolitical impact:

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WORKSHEET 2 – LOGICAL REASONING MODELS

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INDUCTIVE REASONING

From specific observations to general conclusions.

Examples observed:

General conclusion:

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DEDUCTIVE REASONING

From general premises to specific conclusions.

General premise:

Specific premise:

Logical conclusion:

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WORKSHEET 3 – THE “WHY” CHAIN

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Topic: ______________________________________

1st Why: ______________________________________
2nd Why: ______________________________________
3rd Why: ______________________________________
4th Why: ______________________________________
5th Why: ______________________________________

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WORKSHEET 4 – HYPOTHESIZING TECHNIQUES

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Alternative Scenarios

Scenario A: __________________________________
Advantages: _________________________________
Disadvantages: ______________________________

Scenario B: __________________________________
Advantages: _________________________________
Disadvantages: ______________________________

Scenario C: __________________________________
Advantages: _________________________________
Disadvantages: ______________________________

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WORKSHEET 5 – EXERCISE: MANSPLAINING

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Task 1 – 5 Whys

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1st why: ______________________________________
2nd why: ______________________________________
3rd why: ______________________________________
4th why: ______________________________________
5th why: ______________________________________

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Task 2 – Hypothetical Scenarios

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Scenario A – Mansplaining-free workplace
How would it work? _____________________________
Positive outcomes: _____________________________
Problems: ____________________________________

Scenario B – Mandatory training
How would it work? _____________________________
Positive outcomes: _____________________________
Problems: ____________________________________

Scenario C – Institutional policies
How would it work? _____________________________
Positive outcomes: _____________________________
Problems: ____________________________________

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Task 3 – Counterarguments

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1. Objections to the concept:

2. Arguments minimizing the issue:

3. Cultural resistance:

ASSESSMENT

Criterion

Score

Logical coherence

___ /10

Depth of analysis

___ /10

Counterarguments

___ /10

Originality

___ /10

TOTAL

___ /40

Presentation: 5 minutes per group – concept map and/or short report – final discussion.