Debating the Digital

Debating the Digital is a workshop to encourage critical thinking around technology.

banner Debating the Digital

Learning goals

  • To be able to identify the pros and cons of digital technology.
  • To think critically about the issues related to digital technology.
  • To strengthen debating and argumentative skills.

Duration

  •  55-65 minutes (depending on size of the group)

Outline

Part 1: Introduction / 10 minutes

  • Explain what an argument is (a statement backed by evidence).

  • Explain the principles of building a strong argument:

    • Have a clear claim: E.g. “Eating fruit is good for your health.”
    • Reasoning: Reflect on why you think your claim is correct?
    • Evidence: Find fact-based information to sustain how do you know your claim is correct.
    • Rebuttal: Reflect on what people on the other side of your claim might bring up and reasons and evidence to counter-argue.

  • You can give examples of what a ‘for’ and an ‘against’ argument could be. Following the example above, it can be reasons why ‘eating fruit is good for your health’ or reasons why ‘fruit might not be good for your health’.

  • Explain the principles of debate. The debate is not a free discussion and has its own rules, namely:

    • Respect the time given to each side, allowing room for both claims and rebuttals.
    • Stick to the topic of the debate.
    • Do not interrupt someone else who has been given the floor to speak.
    • Speak in a moderate tone of voice and in a respectful manner.

  • The facilitator is in the role of moderator and uncompromisingly keeps track of time.

    • The ‘for’ group begins and has 1 minute to present their first arguments. Then the ‘against’ group has 1 minute to react to the presented arguments (“rebuttal”) from the ‘for’ group or present their own arguments. This is considered as one round.

      • Tip: While each group presents their arguments, the other group should be actively listening and taking notes in order to react to the points when it is their turn.

    • The debate should have at least 5 rounds.

    • In the final round, groups should give their final remarks and summary of their main arguments of their position for or against the claim.

  • Now, you can read the statement aloud which will be debated:

    • Digital technologies make the world a better place.

  • Divide participants into two smaller groups—one ‘for’ and one ‘against’ the statement. Each group should have the same number of people, ideally around 5 each. Group ‘for’ will defend the statement and group ‘against’ will be searching for arguments against the statement. Their personal opinion doesn't matter for now.

Part 2: Preparation for the Debate / 20 minutes minimum

  • Groups need the time to come up with arguments in their smaller groups. Each argument should be supported by verifiable information from credible sources.

Part 3: Debate / 15-20 minutes

  • Two groups come back together. Ideally, groups should be facing each other.
  • Briefly repeat the rules of the debate.
  • Debate starts.

Part 4: Reflection / 10 minutes

  • Do a debrief and ask the following questions:

    • How was it for you to argue for or against the statement?
    • Did anyone have to present arguments which they did not personally agree with? How did you feel debating for something you didn’t stand for?
    • Did the debate bring about new perspectives on the topic/issue?
    • What is your personal opinion?

Part 5: Wrap up / 5 minutes

  • During the wrap-up, you can present one of these quotes and statements:

    • A 20th century historian called Melvin Kranzberg wrote six laws of technology, before the internet was even invented. One of these laws “Technology is neither good nor bad, nor is it neutral” is referencing that technology itself is not the problem. What matters is who uses it and how we use it. 
    • “Over the last century, technological acceleration has transformed our planet, our societies, and ourselves, but it has failed to transform our understanding of these things. (...) we ourselves are utterly enmeshed in technological systems, which shape in turn how we act and how we think.” James Bridle, ‘New Dark Age: Technology and the End of the Future’
    • “Technology will not solve the problem unless we change the way we think about the problem.” James Bridle, ‘New Dark Age: Technology and the End of the Future’

Variations

  • Part 1: You can try different statements:

    • Social networks harm society / democracy / communication / mental health.
    • Machines are smarter than humans.
    • Algorithms are neutral.

  • Part 2: If this activity is not embedded in a large workshop and you have the opportunity to have a separate preparation phase, we recommend:

    • As homework the day before, ask participants to research about the topic and write a list of points both ‘for’ and ‘against’ along with the sources where they found information about those points so that they are prepared to debate the following day.

    • Share with participants beforehand the following recommended resources depending on the chosen topic:

  • Part 3: Between each round, teams can regroup privately to research and strategise in preparation for the next round.

  • Part 3: In the end, the group with the strongest fact-based arguments can be awarded winners by a panel of judges composed of fellow peers. If you opt for this format, the facilitator should give instructions to help the panel of judges assess, for instance: if the groups followed the principles of building a sound argument; if groups were respectful to each other opinions; etc.

Materials

  • Activity cards 
  • Paper sheets
  • Pens or markers
  • Online access and at least one device per group (smartphone or computer) to prepare for the debate.

Facilitator tips

  • We recommend you do not exceed 5 people per group, however if you have more participants you can make multiple small groups working toward different statements. This would allow groups from the other statement to take a break and watch the other teams as audience members.

  • If you find the participants do not get the hang of debating, you can help them by:

    • Taking notes of key points each group makes on the board, in order to help the next group keep track of what has been stated or responded to.
    • Giving the participants a chance to practice debating before ‘debate day’ with another easier topic.
    • Introducing the participants to debating prior to ‘debate day’. You can find many videos online of national debate competitions in various countries and languages.  

  • Debriefing is a very important part of this activity, since participants do not always have the chance to present their personal opinions. Give them a chance to clarify their position at the end. If they argued opposite to their personal opinions, did they change their initial position or feel more firmly in their ideas? 

  • The duration of each part is an estimation. Be aware that the size of group, how active or passive participants are in the discussions or the option to include the proposed  variations can impact the duration of each activity.

Preview the activity card

Download the activity cards and outline

Are you an educator? Do you want to use these activities as part of a lesson or a workshop? See our Further Learning materials page to find guides and mini workshops based around the What the Future Wants activities.