As I watched the recent presidential debate, I had a mild existential crisis about the future of the US. The most lasting impact it left on me, however, was that I felt very relieved that I do debating in school and have the chance to learn how to do it well.
Normally, when asked about the merits of debating, I list the things I enjoy most: travelling across the UK for competitions, meeting people from wildly different backgrounds and the competitive challenge. When I think more deeply, though, it has a lot of massive benefits for me in life. One such benefit was that whilst I watched through the debate, I found myself naturally able to navigate the bias, the bickering and the quite toxic bravado, and see what of substance - if anything - lay behind it.
The power of debating in schools
Debating has given me the tools to really analyse the words of politicians and leaders, tools I don’t think I would have picked up otherwise. As I listen to a speech, I’m forced to evaluate what they are saying. Is it true? Is it backed up by evidence? Is there a logical fallacy? Is it realistic? Are they omitting something? My brain naturally runs through this rigorous process of critical thinking. In a debate, you have mere minutes to comprehend a set of arguments and present a comprehensive response. I learn some of this theory in classes, but only in debating do I actually use these tools and get detailed feedback on them.
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It’s also really helped me in school, often in ways I didn’t expect. My note-taking has improved dramatically, which is crucial for me in class. During a debate, I have to make a plan for my own speech but also record what the other speakers are saying, note down my responses and still keep engaging in the debate. This forces me to write, listen and think simultaneously. This has helped me take notes across the board, from English to maths.
My mild existential crisis wasn’t helped when my National 5 exams were cancelled. Not getting any exam practice before Highers is frustrating. Again, however, debating provided some relief. It has helped me deal well with pressure, which is a worry for many pupils going into exams - I can’t think of more pressure than having to stand up and argue for something I often know very little about, or completely disagree with, as teams try and dissect every word I say.
Trying to sound convincing under this pressure is scary at first, but dealing with it becomes second nature. Debating has also developed my time management. I often have a million different ideas and arguments to try and cram into a five-minute speech. It’s imperative that I use my time wisely. I now instinctively prioritise my time in classes and tests to get the most out of them, and I think this is a tool that will aid me in exams.
If I do get to sit exams, I think I’ll be better at them because of debating. What’s most important, though, is that I’ll be able to vote in the Scottish parliamentary elections next year at age 16, along with thousands of others. Debating has helped to give me the tools to make an informed decision.
Emma Bell is an S4 student at Broxburn Academy, in West Lothian, and a member of Scotland’s national schools debating team
