Debating for a better life

Columbia University boasts countless successful current and former debaters. Each can testify that in a fiercely competitive round, it’s far too easy to get wrapped up in the minutiae—in the obscure statistics, multi-layered arguments, and rapid-fire speaking. Too often, the question that remains unaddressed is the most fundamental to the activity of debate itself: How do the teams—winners and losers—benefit from being there? Few debaters pause to appreciate the life skills they have attained beyond the results of any single tournament.

Debaters have abilities that the public education system cannot possibly instill. They are ingenuously creative, having learned how to think within the flexible realm of discourse rather than within the rigid structure of essay rubrics. They also learn how to manipulate and defend their arguments more fluidly. When a teacher hands back a persuasive essay, he or she lists a commentary on the weaknesses of the written piece, and the assignment is over, no questions asked, and little benefit is gained by the writer. In debate, on the other hand, contentions are broken down by opponents during the round through questions and refutations. Debaters have the chance to respond immediately and learn how to interact with analytical frameworks more fluidly. Debaters also learn how to handle contentious public issues in an eloquent manner; a student who has debated affirmative action likely has a better grasp on the intricate ways of discussing the topic.

These lessons are beyond what even the public schools with the best resources in the country can offer. Now imagine the huge percentage of schools around the nation that have inexperienced teachers, few classroom materials, and sparse student attendance.

This brings us to the second question that debaters don’t always consider: how they actually get to the round that they are contending in. Many don’t truly appreciate the layers of staffing, bureaucratic work, and costs associated with debate tournaments. They simply take for granted the existence of entire debate leagues and regular national competitions. In fact, Columbia students in general too often take the opportunities they have had throughout their lives as givens: “Of course I grew up with a computer in my home and textbooks in my school. Obviously I have a stable family life and the lights stay on.” It is truly hard for us to imagine a world without the fundamentals that we view every day.

Again, a bit of introspection is in order. Although it’s difficult to imagine a world without everyday commodities, we must.

Youth for Debate (YFD), one of the most impactful and rapidly-growing community service groups at Columbia, was founded by debaters and students who realized that success begets the responsibility of sharing with others with the ability to succeed. YFD has a pivotal mission: to empower the underprivileged youth of New York City to advocate for themselves—in the classroom, on the job, and in every day interactions—through free instruction in public speaking and debate.

The statistics speak for themselves. Debaters are more likely to achieve better grades, a college education, and secure jobs. YFD lessons and outreach champion a far more profound impact than just producing good debaters—YFD aims to produce life skills and academic ambition. In fact, in many ways, debate forms the foundation for a range of knowledge; mathematical proofs progress in the same logical manner as arguments, effective writing has roots in rhetorical devices, and discourse on interpretations of historical events connect with debate. We firmly believe that students must learn how to debate before they can master other disciplines.

YFD reaches out to middle and high schools across the city to bring public speaking education to their students, through extracurricular programs or supplementing existing classroom instruction. While catering programs to each school’s needs, YFD sends volunteers to lead weekly lessons. Each YFD member can agree that by the end of the semester, this weekly obligation becomes a worthwhile endeavor—it is easy to see the growth in critical thinking, articulation, and self-confidence that each student gains from exposure to public speaking.

The most valuable work of YFD, however, is in building bridges between two communities—Columbia University and the greater NYC public school system. Every semester, YFD brings its students to Columbia to experience live debates between YFD volunteers and to tour the campus, providing one vision of a possible future. Through these activities, YFD is pioneering a model in which Columbia University is not merely a looming ivory tower, allocating its resources and operating from afar. Instead, the tower collapses, the gates open, and the high school classroom extends to the lawns of the Upper West Side.

Alex Smyk is a Columbia College first-year. He is a Spectator Sales Deputy. Kristen Allison is a SEAS junior majoring in chemical engineering. Nidhi Hebbar is a Columbia College junior majoring in Economics. They are all members of YFD.