As has been customary at the end
of the first term, students of grade twelve (life Sciences) and students of
grade eleven (Sciences) took to the stage to debate a controversial issue
pertaining to the topics covered by their curriculum. The affirmative team
proposition was: “Resolved that the selling of human organs should be
legalized.”
The students took their time to research both sides of the
issue before they chose their positions. They then formed two teams and were
given additional time to do further research, compare ideas, share notes and
construct their arguments and counterarguments.
Each team was represented by three students who gave arguments
complete with opening statements, rebuttals, and closing remarks. The remaining
students on each team were a significant part of the cross examinations. They
had come to class with two prepared questions aiming at refuting the argument
of the opposing team, probing for weaknesses in its reasoning.
The impassioned debaters and audience were very excited as the
debate got heated. Their energy showed that even tough topics like the one they
were debating could be transformed into something stimulating and accessible to
the students.
فخورة بكن وبالحجج والأفكار التي سمعتها منكنّ. الأفكار كانت واضحة، العرض منطقي وبالجدّيّة اللازمة، والموضوع جدير بالمناقشة.
ReplyDeleteهكذا يبنى الفِكر، هكذا نهيّئ روّاد
المستقبل
انتظر منكنّ الكثير.