Equal Time for Intelligent Design?: An Intimate Debate Case

Abstract:: Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

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Golden Rice: An Intimate Debate Case

Abstract:: In this intimate debate case, students consider whether to support the development and use of Golden Rice as a means to alleviate vitamin A deficiency in the developing world. Since many of the arguments typically raised against genetically modified organisms (GMOs) do not apply to this particular GM crop, students are forced to analyze the facts rather than rely on what they have heard in the media. Developed for an introductory molecular biology undergraduate course, the case could also be used at more senior levels.

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Abstract:: Whether marijuana should be legalized for medicinal purposes has been contested for decades. The claims, counter-claims, issues, and judgments in this high profile controversy make it an excellent candidate for "intimate debate." While similar to traditional debating formats and ground-rules, the method of intimate debate has important differences. There is no audience, each student argues each side of the issue seated across from their opponents in pairs, and the session concludes with opposing teams reaching consensus. The case is suitable for any course where medical issues and social issues of science are discussed and in any classroom setting, from high school to professional school programs such as nursing and pharmacy.