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While the Ethics Bowl activity may look similar to various speech and debate formats from a distance, the core skills and values emphasized by the National High School Ethics Bowl are quite different than those emphasized in debate. Here are a few key differences between the activities:

The Ethics Bowl format takes great care to emphasize high school students' developing moral and political agency with respect to their own views, beliefs, and judgments. Unlike in many forms of speech and debate, students participating in an Ethics Bowl are not assigned particular propositions to defend, and the case-based design of the format de-emphasizes "pro vs. con" reasoning in favor of complex issues which are nuanced, multi-faceted, and admit of many forms of reasonable disagreement. The views that students end up advancing in response to these case prompts-and, importantly, their reasoning for the claims involved-are entirely of the students' own design and development. This element of the format designed to take seriously students' role as serious moral thinkers in their own right, and as sources of authentic claims and knowledge in their communities.

Debate formats are often adversarial in nature, focusing on subduing the opposing position with superior rhetoric or argumentation. Rather than this kind of approach which prioritizes rhetoric, the Ethics Bowl prioritizes underlying reasoning in a collaborative format. The goal, rather than "winning the argument" in the conventional sense, is to work with the "opposing" team to move toward a solution or analysis of a case which is true or reasonable, or has the benefit of generating new ways of thinking about an issue. This approach is meant to model deliberative, non-adversarial democratic decision making-a project-based task geared toward learning together, navigating disagreement, and building consensus where possible. Rather than on the extent of their persuasiveness where judges are concerned, students are evaluated on the structural quality of their reasoning, sincere and empathetic engagement with the reasonable views of their peers, and their grappling with tough and nuanced issues. In this way, Ethics Bowl balances its competitive and collaborative aims.

Unlike in some forms of debate, but very much like in life, changing your mind in response to new considerations or arguments is not, on balance, a bad thing in Ethics Bowl. Rather than indicating that a participant is insufficiently committed to the task or analysis, responsibly shifting or revising one's position can clearly illustrate the collaborative process of learning and truth-seeking that lies at the heart of the Ethics Bowl format, and of democratic deliberation.

For a detailed treatment of the key differences between Ethics Bowl and Debate, see Robert Ladenson, "The Educational Significance of the Ethics Bowl," in Teaching Ethics, Kyle Robertson, "Debating Democracy: Building Argument Programs for Good Citizenship" in Roberta Israeloff and Karen Mizell, eds., The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities, and Marcia McKelligan, "Coaching: Winning Isn't Everything," also in The Ethics Bowl Way.

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How Ethics Bowl Works - National High School Ethics Bowl

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While the Ethics Bowl activity may look similar to various speech and debate formats from a distance, the core skills and values emphasized by the National High School Ethics Bowl are quite different than those emphasized in debate.

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"the process whereby the character of a poor urban area is changed by wealthier people moving in, improving housing, and attracting new businesses, typically displacing current inhabitants in the process."

-Oxford Languages

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How People Are Solving Problems Caused by Tourists

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