Unit 5: Reading
Handling Controversy and Conflict
Let's face it: we live in a world of controversy. It is unrealistic to expect all people to agree all the time about all things. Sometimes the gap between two or more opinions is so great that communication becomes difficult. What's the best way to deal with controversial topics in English? If a fair exchange of opinions seems difficult, people often avoid discussing topics. If, however, there seems to be room for a mutual exchange of ideas, often it is rewarding to debate. This chapter offers some hints for debating.
The Art of Debating
Though there are many different styles of debate, most debates are more systematic than arguments. In most debates, a single issue is considered from two opposing viewpoints. The discussion often moves through the following basic steps:
- Stating a Position - First, each side expresses what their beliefs about a topic are. One side usually argues for a specific idea, while another side argues against it.
For example, let's say whether all Taiwanese university students should study English is to be debated. First, a brief statement in favor of this policy is made. A person with a favorable view might say something like, "Requiring university students to study English makes sense. I will give you three reasons why."
Next, a brief statement against this idea is made. A person with a contrasting view might say, "I'm opposed to making others study foreign languages. I'll give you three reasons why English should be a voluntary choice, not a requirement."- Supporting a Position - Next the key reasons for each position are explored.
Continuing with the same example, one person might say something like, "English has become the main language in most parts of the world. Many areas of Taiwan's economy depend on it. In this age of global communication, it is necessary to speak English."
Support for the opposing view is then expressed. Someone with a contrasting view might say, "University students should be able to choose what they study. Though high school students may need to study English, university students should have more freedom."- Attacking a Contrary Position - The weak points of the opposing view are exposed next. Here the goal is to undermine the other side's position to make your position stronger.
For example, those in favor of requiring English might say, "Taiwan will become economically weaker if people can't speak English well. Also, most scientific publications are in English. If our English standards fall, so will our technology."
By contrast, those against requiring English might say, "Most Taiwanese don't need English. 90% of the people here can get by with just Chinese and Taiwanese. English may be useful for diplomats, translators, or some sales reps. For ordinary people, it's unnecessary."- Reaffirming a Position - Finally each side minimizes any previous objections and makes one last statement of support.
A final affirmation in favor of requiring English might be, "My opponent hasn't understood how closely Taiwan is connected to the global economy. Learning English is essential for our nation's future. To survive we must be able to communicate with other nations. As people move from country to country more easily, English becomes more necessary."
A final affirmation for a contrasting view might be, "Isn't it time for universities in Taiwan to give students a greater range of choice? Why can't we choose our own classes? Isn't seven years of English study enough for most people? Let's make English an option!"Current Controversies
Now let's consider both sides of two controversial topics to see how they are debated. The goal of this exercise isn't to change your opinion about an issue, but to help you understand how different opinions are supported and to practise systematic debating.
Controversy #1: Abortion
As a world average, 64% of all pregnant women have babies. An estimated 14% naturally miscarry - their babies die accidentally before they are born. About 22% of all pregnancies end in abortions, according to a report by the Alan Guttmacher Institute. That means that about 46 million abortions are performed around the world each year. About 20 million of those abortions are illegal.
Those in favor of abortion generally argue it's a woman's right to decide whether or not she has a child. They maintain this is a matter of personal choice. The film director Callie Kouri has spoken in favor of abortion rights by stating, "I think this issue doesn't really belong in the hand of government. It belongs in the hands of women and their physicians." (1992). Most abortion advocates emphasize people should become parents only when they're ready to accept the responsibilities that parenting involves.
Those against abortion point out that life begins from conception and maintain that abortion violates the rights of the unborn child. Many regard abortion as a euphemistic term for murder. Mother Theresa refers to abortion as, ". . . a war against the child - a direct killing of the innocent child - murder by the mother herself." (Feb. 25, 1994). Abortion opponents point out adoption is an option for couples who don't want children. They also highlight that abortions often leave lasting physical and emotional scars on most women.
Controversy #2: The Death Penalty
The death penalty is when a government decides to kill someone as punishment for a serious crime. In 1998 1,625 people in 37 countries were executed, according to Amnesty International. 1,067 of these people were in mainland China and 68 in the United States. 69 countries have ended the death penalty, and 23 more have not killed anyone for over ten years.
Those in favor of the death penalty believe it helps stop crime. By making it clear there's a heavy price to pay for illegal acts, governments hope to prevent criminal behavior. Many also regard the death penalty as a just punishment for serious crimes such as murder.
Those opposed to the death penalty believe it's inhumane and that it doesn't prevent crime. The crime rate in places with the death penalty is usually higher or the same than places without it. Pope John-Paul II summed up the feelings of most death penalty opponents by saying, "the dignity of human life must never be taken away, even in the case of someone who has done great evil." (Jan. 27, 1999).
Conclusion
This essay mentioned some basic principles of debating. Two social controversies have also been introduced. Being able to debate well is essential in any democratic society. Debating is something far different from empty arguing. It involves listening, learning, reflecting, and also defending the principles you value most highly.
Further Reading
Amnesty International. Facts and Figures on the Death Penalty. Available: www.amnesty.org/ailib/intcam/dp/dpfacts.htm. [10 Sep. 1999].
Just for All. Death Penalty and Sentencing Information. Available:www.prodeathpenalty.com/DP.html. [1 Oct. 1997].
Popper, Karl. Debate Program Debate Handbook. Available: www.soros.org/debate/Handbook/handbook.htm. [10 Sep. 1999].
copyright (c) 1999 by Ming Chuan University
Ver. 2.4 - Updated 24 Oct 1999
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