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DEBATA.RETORYKADLADEMOKRACJi
formsofpractisingritualcompetitionineducationalandcompetitiveventuresorgan-
isedbyteachers,associations,andindependenteducators.Teconceptualisationofthe
terminitiallyencompassedanyschool,showcaseortournamentdebates.Astheimpor-
tanceofdebateineducationdevelopedandPolishdebatinggroupsencounteredinter-
nationalorganisations,anawarenessoftheexistenceofuniversity-orschool-specific
debateformatsindiferentcountriesemerged(Rogowska,Kosman,Łukowskainthis
volume).Tus,formatnamesfortournamentswithanestablishedtradition(parliamen-
tarydebates,KarlPopperdebates)alsobegantobeusedinPoland.Hencearosethe
needforthenative“Oxford”debate,withitsownhistoryandfounderofthemovement
(Dołęgowski,Labuda2021)tobesanctionedinaformattedform,withclearlydefined
rulesthatwoulddistinguishthismodeofinteractionfromotherformats.Tehistoryof
thismovementhasbeenreconstructedbyJanPiosik(inthisvolume),whowasinvolved
intheformationoftheOxforddebatetradition.TetermCOxforddebate)currentlyhas
adualmeaning:(1)aspecifictournamentformatand(2)acommonnameusedbyocca-
sionaldebaterswhichdoesnotconsiderthedivisionintospecificCdebatologicaldisci-
plines)(Dołęgowski,Labuda2021).
3.1.1.DebateasanEducationalTool
Debatesatschoolareorganisedtodelivertheeducationagenda.Contemporaryprac-
ticesofuniversityandschooldebatesarepresentedinseveralchaptersofthisvolume.In
secondaryschool,debateisusuallyusedinsubjectssuchasnativeorforeignlanguages,
history,civics,andevennaturalsciences(https:llodyssey.igf.edu.pll).Atuniversities,on
theotherhand,itismainlypractisedinthehumanitiesandsocialsciencesdepartments
(Lichański,Lewandowska-Tarasiuk2003).Techaptersdevotedtothistopicprovidean
overviewofthecompetencesthatstudents(pupils)canacquirebypractisingdebating.
ExperiencesinthisregardarepresentedbyDianaTomićandElenmariPletikosOlof(in
thisvolume).CroatiandebatingpracticesatschoolareinmanyaspectssimilartoPolish
ones,whichagainconfirmstheuniversalityofthistool.TypicalCroatianeducationalfor-
matsandtheinvolvementofstudentsfromCroatianschoolsinmediapracticesarealso
presented,whichseemstobeanideaworthadopting.Examplesoftheuseofdebateas
aneducationaltoolwithinschoolsubjectsarethechaptersonitsuseinhistoryteach-
ing(Kolbuszewskainthisvolume)andinphilosophyclassesatschoolsanduniversities
(Gondek,Kiereś-Łachinthisvolume).
Inphilosophyclassesattheuniversitylevel,debateisappliedinamoreadvanced
way.Duetothevarietyofgeneralphilosophicalsubjects,thedialecticalmethodisgain-
inggreaterimportance.Inthismethod,adiscursivetransitionismadefromopinions,
throughvariousdegreesofplausibilityofthethesesputforward,totheformulationof
preconditionsfortheremovalofwhatisuncertain.Terefore,theimprovementofcrit-
icalthinkingskills,whichtakesplaceintheformulaofteamconfirmationandrefuta-
tionofthethesesputforward,deservesspecialattention.Tedialecticalmethodbased
ondebatespreparesthegroundforsolvingphilosophicalproblemsbyequippingthestu-
dentwithappropriatemethodsofreasoning,whosefullvalueandsignificanceforphi-
losophyisrevealedinlogic.
Debatesasaninnovativeeducationaltoolareincreasinglybeingusedinthe
didacticoferofPolishmuseums(Manistainthisvolume).Asignificantroleintheir
