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Debate

Debate

Debate, also debating outside the United States and Canada, is a formalized system of (usually) logical argument. Rules governing debate allow groups and individuals to discuss and decide issues and differences. Debate is a common process in deliberative bodies such as parliaments, legislative assemblies, and meetings of all sorts. Outcomes of debates may be decided by voting, by judges, or by combination of both. Formal debates between candidates for elected office such as the leaders debates and the U.S. presidential election debates are common in democracies. In the United States, meetings which may involve large group debates are frequently run according to Robert's Rules of Order. Competitive debate is a competition most commonly engaged in at the high school and college level. It is a rule-governed contest with two sides, usually presided by a number of judges. Each side is attempting to win the approval of a designated audience, such as the judges. Competitive Debate is a highly organized activity with teams such as the Oxford Union at the local, national, and international level.

Competitive debate in education

Competitive debate is popular in English-speaking universities and high schools around the world, most notably in North America, the United Kingdom, Ireland, Australia, New Zealand, and Asia. Many different styles of debate occur under a variety of organizations and rules.

Parliamentary debate

Main article: Parliamentary debate Parliamentary debate (sometimes referred to as "parli") is conducted under rules derived from British parliamentary procedure. It features the competition of individuals in a multi-person setting. It borrows terms such as "government" and "opposition" from the British parliament. It is commonly used in Canada. Throughout the world, parliamentary debate is what most countries know as "debating", and is the primary style practiced in the United Kingdom, Australia, India and most other nations. The premier event in the world of parliamentary debate, the World Universities Debating Championship, is conducted in the British Parliamentary style. In the U.S. the American Parliamentary Debate Association (APDA) is the oldest national parliamentary debating organization, based on the east coast and including all of the Ivy League, although the more recently founded National Parliamentary Debate Association (NPDA) is now the largest collegiate sponsor. The National Parliamentary Debate League (NPDL) is the umbrella organization for all debating at the secondary school level in the United States. And in Canada, the Canadian Universities Society for Intercollegiate Debating (CUSID) is the umbrella organization for all university-level debating.

British parliamentary debate

This style of parliamentary debating is used in the United Kingdom, Ireland, Europe and Africa. It is also the style used for the World Universities Debating Championship ('Worlds') and European Universities Debating Championship ('Euros'), at which only 15 minutes notice is given of the motion. Speeches are 7 minutes in length at Worlds and some other competitions, but frequently 5 minutes in length - in either case, the first and last minute of each speech is "protected" time in which the speaker may not be interrupted by points of information. Four teams (two on each side) use the following positions:
- Opening Government:
- Prime Minister or First Government member and
- Deputy Prime Minister or Second Government member;
- Opening Opposition:
- Leader of the Opposition or First Opposition member and
- Deputy Leader of the Opposition or Second Opposition member;
- Closing Government:
- Member for the Government or Third Government member and
- Government Whip or Fourth Government member;
- Closing Opposition:
- Member for the Opposition or Third Opposition member and
- Opposition Whip or Fourth Opposition member. Speaking order is #Prime Minister #Opposition Leader; #Deputy Prime Minister; #Deputy Opposition Leader; #Member for the Government; #Member for the Opposition; #Government Whip; #Opposition Whip. :Members will deliver a substantive speech of five or seven minutes duration and should offer points of information while members of the opposing teams are speaking. :Depending on the country, there are variations in speaking time, speaking order, and the number of speakers. For example, in New Zealand, both the leader of the Opposition and the Prime Minister offer a short summary as the last two speakers.

American parliamentary debate

Parliamentary debating in the United States uses two teams who have the following positions:
- Government
- Prime Minister (PM)
- Member of the Government (MG)
- Opposition
- Leader of the Opposition (LO)
- Member of the Opposition (MO) Parliamentary debate is offered by a number of United States organizations at the tertiary and secondary level. The National Parliamentary Debate Association (NPDA), the American Parliamentary Debate Association (APDA), and the National Parliamentary Tournament of Excellence (NPTE) are all organizations that offer collegiate parliamentary debate and use the following speaking and timing order:
- Prime Minister (7 min)
- Leader of the Opposition (8 min)
- Member of the Government (8 min)
- Member of the Opposition (8 min)
- Leader of the Opposition Rebuttal (4 min)
- Prime Minister Rebuttal (5 min) The California High School Speech Association (CHSSA) and the National Parliamentary Debate League (NPDL) offer high school parliamentary debate, and use the following timing structure:
- Prime Minister (7 min)
- Leader of the Opposition (7 min)
- Member of the Government (7 min)
- Member of the Opposition (7 min)
- Leader of the Opposition Rebuttal (5 min)
- Prime Minister Rebuttal (5 min) In all of the above United States formats except CHSSA, questions can be asked of the speaker during the first 4 speeches, except during the first and last minute of each speech. Under CHSSA, questions are permitted in all six speeches. In rebuttals, the speaker can be interrupted by the other team for two reasons. First, for Points of Order, which are used when a speaker is making a new argument or when they are grossly mischaracterizing arguments. Second, for Points of Personal Privilege, which are used when the speaker makes offensive claims, or personal attacks. Points of Personal Privilege are almost never seen. CHSSA does not allow for either Points of Order or Points of Personal Privilege. APDA and NPDL do not allow Points of Personal Privilege.

World schools style

World Schools Style (or WSS) is a debating style which is fairly easy to learn. This is a combination of the British Parliamentary and Australian formats, designed to meet the needs of the World Schools Debating Championships tournament. Each debate comprises eight speeches delivered by two three-member teams (the Proposition and the Opposition). Each speaker delivers a eight-minute speech; then both teams deliver a "reply speech" lasting four minutes, with the last word being reserved for the Proposition Each team has three speakers and this is the order in which they speak:
- First speaker of the Proposition (speaks for 8 minutes, presents the case of the Proposition, defines the motion, gives 2/3 of the arguments of the Proposition)
- First speaker of the Opposition (speaks for 8 minutes, may accept the definitions or contest them and give an alternative, rebuts Proposition arguments, presents the case of the Opposition, gives 2/3 of the arguments of the Opposition).
- Second speaker of the Proposition (speaks for 8 minutes, further develops the case of the Proposition, rebuts the arguments of the first speaker of the Opposition, gives 1/3 of the arguments of the Proposition)
- Second speaker of the Opposition (speaks for 8 minutes, further develops the case of the Opposition, rebuts the arguments given by the second speaker of the Proposition, gives 1/3 of the arguments of the Opposition)
- Third speaker of the Proposition (speaks for 8 minutes, rebuilds the case of the Proposition, rebuts the arguments of the second speaker of the Opposition, concludes case)
- Third speaker of the Opposition (speaks for 8 minutes, rebuilds the case of the Opposition, rebuts the arguments of the second speaker of the Opposition - may not introduce a new argument!)
- Reply speaker of the Opposition (speaks for 4 minutes, outlines clash point, evaluates debate, gives the final appeal) - either the first or the second speaker of the Opposition, usually the first. It is not the third as there is not enough time for the third speaker to write a new speech
- Reply speaker of the Proposition (speaks for 4 minutes, outlines clash point, evaluates debate, has the last word in protected time!) - either the first or the second speaker of the Opposition, usually the first. It is not the third as there is not enough time for the third speaker to write a new speech During main speeches, members of the opposing team may offer Points of Information to express a question or brief remark, these shall not exceed 23 seconds or three sentences. First and last minutes of main speeches as well as the entire duration of reply speeches are protected, that means, no Points of Information may be offered. There is no cross examination. The Proposition has to prove the motion for a reasonable majority of cases, while it is not enough for the Opposition to present reasonable doubt.

Policy debate

Main Article: Policy debate Policy Debate is a style of debating where two teams of two debaters advocate or oppose a plan derived from a resolution that usually calls for a change in policy by the government. Teams alternate going "affirmative" or "negative". In most forms of the activity, there is a fixed topic for a entire year or another set period. In comparison to parliamentary debate, policy debate relies more on researched evidence and tends to have a larger sphere of what is considered legitimate argument, including counterplans, critical theory, and debate about the theoretical standards of the activity itself. While rhetoric is important and reflected in the "speaker points" given to each debater, each round is usually decided based on who has "won" the argument according to the evidence and logic presented. Sometimes decisions can take a substantial amount of time with judges reviewing the textual evidence. Additionally, in certain segments of the activity, debaters may speak very rapidly in order to present as much evidence and information as possible and counter the other side. Policy Debate is mostly practiced in the United States, although it has been attempted in Europe and Japan and has certainly influenced other forms of debate. Its evolution toward what some see as a more esoteric, albeit sophisticated, style has arguably challenged its domestic dominance and its international acceptance. In the US, high school Policy Debate is overseen by the NFL and the NCFL. Inter-Collegiate policy debate is overseen by the [http://www.wfu.edu/organizations/NDT/ National Debate Tournament (NDT)], the [http://cedadebate.org/ Cross Examination Debate Association (CEDA)], the National Educational Debate Association, and the Great Plains Forensic Conference. Debates consist of eight speeches, four affirmative and four negative, with each debater giving two speeches, one constructive (eight or nine minutes) in which new arguments may be raised and one rebuttal (four, five, or six minutes) in which new evidence, but no new arguments, may be raised. There are also usually three minute cross-examination periods after each constructive. Any issue which goes unaddressed by the opposite side is generally considered to be conceded, and debaters and judges rigorously "flow" or record every statement made in the round.

Lincoln-Douglas debate

Main article: Lincoln-Douglas debate Lincoln-Douglas debate, is a US format of debating named after the famous series of Senate debates between the two candidates, has two participants who compete against each other. The arguments are centered on philosophy or abstract values, and thus it is also called a value debate. Lincoln-Douglas debate tends to require less evidence than policy debate, and thus emphasizes logic and reasoning. Most LD cases are centered on a core value and a value criterion, with the value representing the highest concept that can be achieved under a given resolution and the criterion being the best way to achieve or measure the value. While there are regional variations, most good LD debates occur when both sides agree on a set value, and then must argue their criteria on the best way to achieve or measure that core value. Lincoln-Douglas debate differs markedly on the national circuit from the local circuit. The national circuit is based more on the argumentation itself (known as "the flow") and hard evidence (called "cards"), while local circuits usually focus on rhetoric and encourage a more holistic approach to the topic.

Simulated legislature

High school debate events such as Student Congress, Model United Nations, European Youth Parliament, Junior State of America and the American Legion's Boys State and Girls State events are activities which are based on the premise of the contestants acting as representatives in a mock legislative body.

Moot court

Moot court (simulating appellate advocacy) and Mock trial (usually simulating criminal trials) competitions for law school, undergraduate, and (in some regions) high school students are held throughout the United States.

Other forms of debate

Online debating

With the increasing popularity and availability of the Internet to people, different opinions arise frequently. This paved the way for more formalized debating websites, typically in the form of online forums or bulletin boards. The debate style is interesting, as research and well thought out points and counterpoints are possible because of the obvious lack of time restraints (although practical time restraints usually are in effect, e.g., no more than 5 days between posts, etc.). Many people use this to strengthen their points, or drop their weaker opinions on things, many times for debate in formalized debates (such as the ones listed above) or for fun arguments with friends. The ease-of-use and friendly environments make new debaters welcome to share their opinions in many communities. Examples of online debating websites are shown in the external links.

U.S. presidential debates

Internet Since the 1976 general election, debates between presidential candidates have been a part of U.S. presidential campaigns. Unlike debates sponsored at the high school or collegiate level, the participants, format, and rules are not independently defined. Nevertheless, in a campaign season heavily dominated by television advertisements, talk radio, sound bites, and spin, they still offer a rare opportunity for citizens to see and hear the two major candidates side-by-side. The format of the presidential debates, though defined differently in every election, is typically more restrictive than many traditional formats, forbidding participants to ask each other questions and restricting discussion of particular topics to short time frames. The presidential debates were initially sponsored by the League of Women Voters, though since 1988 the two major political parties have taken over the process. In 2004, the Citizens' Debate Commission was formed in the hope of establishing an independent sponsor for presidential debates, with a more voter-centric role in the definition of the participants, format, and rules.

Debate and argumentation theory

All forms of debate, whether consciously or not, make certain assumptions about argumentation theory. The core concept of argumentation theory is the notion of advocacy. In most cases, at least one side in a debate needs to maintain the 'truth' of some proposition or advocate some sort of personal or political change or action. A debate could also potentially be between two or more competing propositions or actions. Or debate could also be a purely performative exercise of charisma and emotion with no assumption of fixed advocacy, but it would possibly lose much of its coherence and educational value. On the other hand, evolving and changing advocacies or no advocacies at all might be liberating and permit true advancement and understanding through debate. The variety of different debate forms and activities have different understandings about the nature and limits of advocacy, and different activities have different expectations about whether argumentation theory in relation to advocacy can be challenged within a competitive debate.

External links

- International debate organizations
- [http://www.idebate.org/ International Debate Education Association]
- [http://www.ipdadebate.org/ International Public Debate Association]
- [http://www.aidaonline.org/ Australasian Intervarsity Debating Association]
- [http://www.debating.net/aida/ Australasian Intervarsity Debating Association (2002-3)]
- Other
- [http://www.volconvo.com/ Debate Network] (Arguments for and against a wide variety of debate topics)
- [http://www.debateleaders.org/ Associated Leaders of Urban Debate] (A national organization promoting debate to the general public) (US, K-12, collegiate)
- [http://www.debating.net/flynn/ World Debate Website] Information about university debating events around the globe
- Oxford Union (Oxford University)
- American Parliamentary Debating Association (U.S., collegiate)
- National Parliamentary Debate Association (U.S., collegiate)
- [http://cedadebate.org/ Cross Examination Debate Association] (U.S., collegiate)
- [http://www.wfu.edu/organizations/NDT/ National Debate Tournament Home Page] (U.S., collegiate)
- [http://www.britishdebate.com/ British Debate] Information about school and university debating in Britain
- [http://www.debatingsa.com.au/ Debating SA] Helpful resources for Primary and Secondary School debaters in Australia
- [http://debate.uvm.edu/ Debate Central] Wide ranging debate training website. Includes several online videos
- [http://www.urbandebate.org| National Association of Urban Debate Leagues] (U.S., secondary and middle school)
- National Forensic League (U.S., secondary school)
- National Christian Forensics and Communications Association (U.S., secondary school)
- [http://npdl.net/ National Parliamentary Debate League] (U.S., secondary school)
- [http://www.planetdebate.com/ Planet Debate] An online store for debate resources run by Harvard Debate.
- [http://www.thendca.org/ National Debate Coaches Association] (U.S., secondary school)
- [http://www.ndtceda.com/ eDebate] Mailing list for high school and college debate coaches.
- [http://www.debateoutreach.net/ Debate Outreach Network] A resource for starting a debate team. Includes video from the Dartmouth Debate Institute
- [http://www.debatepoint.com/ Debatepoint dot com] Web-based debate software
- [http://www.debating.org.nz/ New Zealand Schools Debating Council] Website of the New Zealand Schools Debating Council, who organise schools debating in New Zealand
- [http://www.sda.sk/ Slovak Debate Associaton]
- [http://www.ardor-deb.ro/ ARDOR - Romanian National Debate Association]
- [http://www.asdvbonaparte.nl/ ASDV Bonaparte] is the academic debating society in Amsterdam
- [http://www.npdl.net|National Parliamentary Debate League - Parli Grand Nationals] (U.S., secondary school)
- [http://www.cross-x.com/ Cross-X.com] Website for high school and college debaters run by former debater Phil Kerpen. Category:Debating ja:ディベート simple:Discussion

United States

:For alternative meanings, see the disambiguation page for US, USA, United States, or American. The United States of America is a federal democratic republic situated primarily in central North America. It comprises 50 states and one federal district, and has several territories. It is also referred to, with varying formality, as the United States, the U.S., the U.S.A., the States, or simply and most commonly, America. The official founding date of the United States is July 4, 1776, when the Second Continental Congress—representing thirteen British colonies—adopted the Declaration of Independence. However, the structure of the government was profoundly changed in 1788, when the states replaced the Articles of Confederation with the United States Constitution. The date on which each of the fifty states adopted the Constitution is typically regarded as the date that state "entered the Union" (became part of the United States). Since the mid-20th century, following World War II, the United States has emerged as a dominant global influence in economic, political, military, scientific, technological, and cultural affairs.

Geography and climate

The United States shares land borders with Canada (to the north) and Mexico (to the south), and territorial water boundaries with Canada, Russia, the Bahamas, and numerous smaller nations. It is otherwise bounded by the Pacific Ocean and the Bering Sea, in the west; the Arctic Ocean, in the northernmost areas; and the Atlantic Ocean, the Gulf of Mexico, and the Caribbean Sea, in the eastern and southeastern areas. Forty-eight of the states are in the single region between Canada and Mexico; this group is referred to, with varying precision and formality, as the continental or contiguous United States, sometimes abbreviated CONUS, and as the Lower 48. Alaska, which is not included in the term contiguous United States, is at the northwestern end of North America, separated from the Lower 48 by Canada. The archipelago of Hawaii is in the Pacific Ocean. The capital city, Washington, District of Columbia is a federal district located on land donated by the state of Maryland. (Virginia also donated land, but it was returned in 1847.) The United States also has overseas territories with varying levels of independence and organization. When inland water is included in the total area, only Russia and Canada are larger than the United States; if inland water is excluded, China ranks third and the U.S. ranks fourth. The United States' total area is 3,718,711 square miles (9,631,418 km²), of which land makes up 3,537,438 square miles (9,161,923 km²) and water makes up 181,273 square miles (469,495 km²). The United States' landscape is one of the most varied among those of the world's nations: among its many features are temperate forestland and rolling hills, on the east coast; mangrove, in Florida; the Great Plains, in the center of the country; the Mississippi–Missouri river system; the Great Lakes, four of the five of which are shared with Canada; the Rocky Mountains, west of the Great Plains; deserts and temperate coastal zones, west of the Rocky Mountains; and temperate rain forests, in the Pacific northwest. Alaska's tundra, and the volcanic, tropical islands of Hawaii add to the geographic diversity. Hawaii The climate varies along with the landscape, from tropical in Hawaii and southern Florida to tundra in Alaska and atop some of the highest mountains. Most of the North and East experience a temperate continental climate, with warm summers and cold winters. Most of the South experiences a subtropical humid climate with mild winters and long, hot, humid summers. Rainfall decreases markedly from the humid forests of the Eastern Great Plains to the semi-arid shortgrass prairies on the high plains abutting the Rocky Mountains. Arid deserts, including the Mojave, extend through the lowlands and valleys of the southwest, from westernmost Texas to California and northward throughout much of Nevada. Some parts of California have a Mediterranean climate. Rainforests line the windward mountains of the Pacific Northwest from Oregon to Alaska.

History

American history started with the migration of people from Asia across the Bering land bridge approximately 12,000 years ago following large animals that they hunted into the Americas. These Native Americans left evidence of their presence in petroglyphs, burial mounds, and other artifacts. It is estimated that 2-9 million people lived in the territory now occupied by the U.S. before European contact, and the subsequent introduction of foreign diseases such as small pox that greatly diminished the native populations. Some advanced societies were the Anasazi of the southwest, who inhabited Chaco Canyon, and the Woodland Indians, who built Cahokia, located near present-day St Louis, a city with a population of 40,000 at its peak in AD 1200. Vikings first visited North America around 1000, but did not settle permanently. Following the discovery voyages of Christopher Columbus around 1492, other Europeans began to explore and settle there. During the 1500s and 1600s, the Spanish settled parts of the present-day Southwest and Florida, founding St. Augustine, Florida in 1565 and Santa Fe (in what is now New Mexico) in 1607. The first successful English settlement was at Jamestown, Virginia, also in 1607. Within the next two decades, several Dutch settlements, including New Amsterdam (the predecessor to New York City), were established in what are now the states of New York and New Jersey. In 1637, Sweden established a colony at Fort Christina (in what is now Delaware), but lost the settlement to the Dutch in 1655. This was followed by extensive British settlement of the east coast. The British colonists remained relatively undisturbed by their home country until after the French and Indian War, when France ceded Canada and the Great Lakes region to Britain. Britain then imposed taxes on the 13 colonies, widely regarded by the colonists as unfair because they were denied representation in the British Parliament. Tensions between Britain and the colonists increased, and the thirteen colonies eventually rebelled against British rule. British Parliament, George Washington (1789-1797).]] In 1776, the 13 colonies split from Great Britain and formed the United States, the world's first constitutional and democratic federal republic, after their Declaration of Independence of that year, and the Revolutionary War (1775 to 1783). The original political structure was a confederation in 1777, ratified in 1781 as the Articles of Confederation. After long debate, this was supplanted by the Constitution in 1789, forming a more centralized federal government. Prior to all these was the Albany Congress in 1754, in which a union was first seriously proposed. From early colonial times, there was a shortage of labor, which encouraged unfree labor, particularly indentured servitude and slavery. In the mid-19th century, a major division occurred in the United States over the issue of states' rights and the expansion of slavery. The northern states had become opposed to slavery, while the southern states saw it as necessary for the continued success of southern agriculture and wanted it expanded to the territories. Several federal laws were passed in an attempt to settle the dispute, including the Missouri Compromise and the Compromise of 1850. The dispute reached a crisis in 1861, when seven southern states seceded¹ from the Union and formed the Confederate States of America, leading to the Civil War. Soon after the war began, four more southern states seceded. During the war, Abraham Lincoln issued the Emancipation Proclamation, mandating the freedom of all slaves in states in rebellion, though full emancipation did not take place until after the end of the war in 1865, the dissolution of the Confederacy, and the Thirteenth Amendment took effect. The Civil War effectively ended the question of a state's right to secede, and is widely accepted as a major turning point after which the federal government became more powerful than state governments. Thirteenth Amendment). The title of the painting, from a 1726 poem by Bishop Berkeley, was a phrase often quoted in the era of Manifest Destiny, expressing a widely held belief that civilization had steadily moved westward throughout history. [http://americanart.si.edu/t2go/1lw/1931.6.1.html (more)] ]] During the 19th century, many new states were added to the original 13 as the nation expanded across the continent. Manifest Destiny was a philosophy that encouraged westward expansion in the United States. As the population of the Eastern states grew and as a steady increase of immigrants entered the country, settlers moved steadily westward across North America. In the process, the U.S. displaced most American Indian nations. This displacement of American Indians continues to be a matter of contention in the U.S. with many tribes attempting to assert their original claims to various lands. In some areas American Indian populations were reduced by foreign diseases contracted through contact with European settlers, and US settlers acquired those emptied lands. In other instances American Indians were removed from their traditional lands by force. Though some would say the U.S. was not a colonial power until the Spanish-American War when it acquired Puerto Rico, Guam and the Philippines, the dominion exercised over land in North America the United States claimed is essentially colonial. The Philippines became independent in 1946. During this period, the nation also became an industrial power. This continued into the 20th century, which has been termed "the American Century" because of the nation's overriding influence on the world. The US became a center for innovation and technological development; major technologies that America either developed or was greatly involved in improving include the telephone, television, computer, the Internet, nuclear weapons, nuclear power, aviation, and aeronautics. In addition to the Civil War, another major traumatic experience for the nation was the Great Depression (1929 to 1939). The nation has also taken part in several major foreign wars, including World War I and World War II (in both of which the US later joined the Allies). During the Cold War, the US was a major player in the Korean War and Vietnam War, and, along with the Soviet Union, was considered one of the world's two "superpowers". With the collapse of the Soviet Union, the US emerged as the world's leading economic and military power. Beginning in the 1990s, the United States became very involved in police actions and peacekeeping, including actions in Kosovo, Haiti, Somalia and Liberia, and the first Persian Gulf War driving Iraq out of Kuwait. After attacks on the World Trade Center and the Pentagon on September 11, 2001, the United States and other allied nations found themselves involved in what has come to be called the "War on Terrorism," which has primarily encompassed military actions in both Afghanistan and Iraq.

Government

Iraq of the United States.]]

Republic and suffrage

The United States is an example of a constitutional republic, with a government composed of and operating through a set of limited powers imposed by its design and enumerated in the United States Constitution. Specifically, the nation operates as a presidential democracy. There are three levels of government: federal, state, and local. Officials of each of these levels are either elected by eligible voters via secret ballot or appointed by other elected officials. Americans enjoy almost universal suffrage from the age of 18 regardless of race, sex, or wealth. There are some limits, however: felons are disenfranchised and in some states former felons are likewise. Furthermore, the national representation of territories and the federal district of Washington, DC in Congress is limited: residents of the District of Columbia are subject to federal laws and federal taxes but their only Congressional representative is a non-voting delegate.

Federal government

The federal government is the national government, comprising the Legislative Branch (led by Congress), the Executive Branch (led by the President), and the Judicial Branch (led by the Supreme Court). These three branches were designed to apply checks and balances on each other. The Constitution limits the powers of the federal government to defense, foreign affairs, the issuing and management of currency, the management of trade and relations between the states, and the protection of human rights. In addition to these explicitly stated powers, the federal government—with the assistance of the Supreme Court—has gradually extended these powers into such areas as welfare and education, on the basis of the "necessary and proper" clause of the Constitution.

The Congress

necessary and proper The Congress of the United States is the legislative branch of the federal government of the United States. It is bicameral, comprising the House of Representatives and the Senate. The House of Representatives consists of 435 members, each of whom represents a congressional district and serves for a two-year term. House seats are apportioned among the states by population; in contrast, each state has two Senators, regardless of population. There are a total of 100 senators, who serve six-year terms. The powers of Congress are limited to those enumerated in the Constitution; all other powers are reserved to the states and the people. The Constitution also includes the necessary-and-proper clause, which grants Congress the power to "make all laws which shall be necessary and proper for carrying into execution the foregoing powers."

The President

necessary-and-proper clause At the top level of the executive branch is the President of the United States. The President and Vice-President are elected as 'running mates' for four-year terms by the Electoral College, for which each state, as well as the District of Columbia, is allocated a number of seats based on its representation (or ostensible representation, in the case of D. C.) in both houses of Congress (see U.S. Electoral College). The relationship between the President and the Congress reflects that between the English monarchy and parliament at the time of the framing of the United States Constitution. Congress can legislate to constrain the President's executive power, even with respect to his or her command of the armed forces; however, this power is used only very rarely—a notable example was the constraint placed on President Richard Nixon's strategy of bombing Cambodia during the Vietnam War. The President cannot directly propose legislation, and must rely on supporters in Congress to promote his or her legislative agenda. The President's signature is required to turn congressional bills into law; in this respect, the President has the power—only occasionally used—to veto congressional legislation. Congress can override a presidential veto with a two-thirds majority vote in both houses. The ultimate power of Congress over the President is that of impeachment or removal of the elected President through a House vote, a Senate trial, and a Senate vote. The threat of using this power has had major political ramifications in the cases of Presidents Andrew Johnson, Richard Nixon, and Bill Clinton. The President makes around 2,000 executive appointments, including members of the Cabinet and ambassadors, which must be approved by the Senate; the President can also issue executive orders and pardons, and has other Constitutional duties, among them the requirement to give a State of the Union address to Congress once a year. Although the President's constitutional role may appear to be constrained, in practice, the office carries enormous prestige that typically eclipses the power of Congress: the Presidency has justifiably been referred to as 'the most powerful office in the world'. The Vice President is first in the line of succession, and is the President of the Senate ex officio, with the ability to cast a tie-breaking vote. The members of the President's Cabinet are responsible for administering the various departments of state, including the Department of Defense, the Justice Department, and the State Department. These departments and department heads have considerable regulatory and political power, and it is they who are responsible for executing federal laws and regulations. George W. Bush is the 43rd President, currently serving his second term.

The Courts

George W. Bush The highest court is the Supreme Court, which consists of nine justices. The court deals with federal and constitutional matters, and can declare legislation made at any level of the government as unconstitutional, nullifying the law and creating precedent for future law and decisions. Below the Supreme Court are the courts of appeals, and below them in turn are the district courts, which are the general trial courts for federal law. Separate from, but not entirely independent of, this federal court system are the individual court systems of each state, each dealing with its own laws and having its own judicial rules and procedures. A case may be appealed from a state court to a federal court only if there is a federal question; the supreme court of each state is the final authority on the interpretation of that state's laws and constitution.

State and local governments

supreme court of each state. Note that Alaska and Hawaii are shown at different scales, and that the Aleutian Islands and the uninhabited Northwestern Hawaiian Islands are omitted from this map.]] The state governments have the greatest influence over people's daily lives. Each state has its own written constitution and has different laws. There are sometimes great differences in law and procedure between the different states, concerning issues such as property, crime, health, and education. The highest elected official of each state is the Governor. Each state also has an elected legislature (bicameral in every state except Nebraska), whose members represent the different parts of the state. Of note is the New Hampshire legislature, which is the third-largest legislative body in the English-speaking world, and has one representative for every 3,000 people. Each state maintains its own judiciary, with the lowest level typically being county courts, and culminating in each state supreme court, though sometimes named differently. In some states, supreme and lower court justices are elected by the people; in others, they are appointed, as they are in the federal system. The institutions that are responsible for local government are typically town, city, or county boards, making laws that affect their particular area. These laws concern issues such as traffic, the sale of alcohol, and keeping animals. The highest elected official of a town or city is usually the mayor. In New England, towns operate directly democratically, and in some states, such as Rhode Island and Connecticut, counties have little or no power, existing only as geographic distinctions. In other areas, county governments have more power, such as to collect taxes and maintain law enforcement agencies.

Political divisions

With the Declaration of Independence, the thirteen colonies proclaimed themselves to be nation states modeled after the European states of the time. Although considered as sovereigns initially, under the Articles of Confederation of 1781 they entered into a "Perpetual Union" and created a fully sovereign federal state, delegating certain powers to the national Congress, including the right to engage in diplomatic relations and to levy war, while each retaining their individual sovereignty, freedom and independence. But the national government proved too ineffective, so the administrative structure of the government was vastly reorganized with the United States Constitution of 1789. Under this new union, the continued status of the individual states as sovereign nation states fell into dispute in 1861, as several states attempted to secede from the union; in response, then-President Abraham Lincoln claimed that such secession was illegal, and the result was the American Civil War. Since the Union victory in 1865, the independent status of the individual states has not been broached again by any state, and the status of each state within the union has been deemed by mainstream officials and academics to be settled as being subordinate to the union as a whole. In subsequent years, the number of states grew steadily due to western expansion, the purchase of lands by the national government from other nation states, and the subdivision of existing states, resulting in the current total of 50. The states are generally divided into smaller administrative regions, including counties, cities and townships. The United States–Canadian border is the longest undefended political boundary in the world. The U.S. is divided into three distinct sections:
- the "continental United States," also known as "the Lower 48" and more accurately termed the conterminous, coterminous or contiguous United States
- Alaska, which is physically connected only to Canada
- the archipelago of Hawaii, in the central Pacific Ocean. The United States also holds several other territories, districts, and possessions, notably the federal district of the District of Columbia, which is the nation's capital, and several overseas insular areas, the most significant of which are American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the United States Virgin Islands. The Palmyra Atoll is the United States' only incorporated territory; it is unorganized and uninhabited. The United States Navy has held a base at a portion of Guantanamo Bay, Cuba, since 1898. The United States government possesses a lease to this land, which only mutual agreement or United States abandonment of the area can terminate. The present Cuban government of Fidel Castro disputes this arrangement, claiming Cuba was not truly sovereign at the time of the signing. The United States argues this point moot because Cuba apparently ratified the lease post-revolution, and with full sovereignty, when it cashed one rent check in accordance with the disputed treaty.

Foreign relations and military

sovereign] The immense military and economic dominance of the United States has made foreign relations an especially important topic in its politics, with considerable concern about the image of the United States throughout the world. Reactions towards the United States by other nationalities are often strong, ranging from uninhibited admiration and mimicking of all things American to anti-Americanism. US foreign policy has swung about several times over the course of its history between the poles of strict isolationism and imperialism and everywhere in between. Three of the nation's four military branches are administered by the Department of Defense: the Army, the Navy (including the Marine Corps), and the Air Force. The Coast Guard falls under the jurisdiction of the Department of Homeland Security in peacetime, but is placed under the Department of the Navy in time of war. The combined United States armed forces consist of 1.4 million active duty personnel, along with several hundred thousand each in the Reserves and the National Guard. Military conscription ended in 1973. The United States Armed forces are considered to be the most powerful military (of any sort) on Earth and their force projection capabilities are unrivaled by any other nation. The 2005 defense budget amounted to $401.7 billion, which is an increase of 4% over 2004 and of 35% since 2001. Over 50% of that number is spent in research & development. (For comparison, in 2004 the European Union (considered as the second-largest military force) had a combined total of 1.6 million troops, and a defense budget of €160 billion, with less than 10% of that being spent on R&D.)

Largest cities

The United States has dozens of major cities, including 11 of the 55 global cities of all types — with three "alpha" global cities: New York City, Los Angeles, and Chicago. The figures expressed below are for populations within city limits. A different ranking is evident when considering U.S. metro area populations, although the top three would be unchanged. Note that some cities not listed (such as Atlanta, Boston, Las Vegas, Miami, Nashville, New Orleans, Seattle, and Washington, D.C.) are still considered important on the basis of other factors and issues, including culture, economics, heritage, and politics. The twenty largest cities, based on the United States Census Bureau's 2004 estimates, are as follows:

Economy

The United States has the largest single-country economy in the world, with a per-capita gross domestic product of $40,100. In this market-oriented economy, private individuals and business firms make most of the decisions, and the federal and state governments buy needed goods and services predominantly in the private marketplace. gross domestic product The largest industry of the U.S. is now service, which employs roughly three quarters of the U.S. work force. The United States has many natural resources, including oil and gas, metals, and such minerals as gold, soda ash, and zinc. In agriculture, the U.S. is a top producer of, among other crops, corn, soy beans, and wheat; the United States is a net exporter of food. The U.S. manufacturing sector produces goods such as, cars, airplanes, steel, and electronics, among many others. Economic activity varies greatly from one part of the country to another, with many industries being largely dependent on a certain city or region; New York City is the center of the American financial, publishing, broadcasting, and advertising industries; Silicon Valley is the country’s primary location for high-technology companies, while Los Angeles is the most important center for film production. The Midwest is known for its reliance on manufacturing and heavy industry, with Detroit, Michigan, serving as the center of the American automotive industry; the Great Plains are known as the "breadbasket" of America for their tremendous agricultural output; the intermountain region serves as a mining hub and natural gas resource; the Pacific Northwest for fish and timber, while Texas is largely associated with the oil industry; the Southeast is a major hub for both medical research and the textiles industry. Several countries continue to link their currency to the dollar or even use it as a currency (such as Ecuador), although this practice has subsided since the collapse of the Bretton Woods system. Many markets are also quoted in dollars, such as those of oil and gold. The dollar is also the predominant reserve currency in the world, and more than half of global reserves are in dollars. The largest trading partner of the United States is Canada (19%), followed by China (12%), Mexico (11%), and Japan (8%). More than 50% of total trade is with these four countries. In 2003, the United States was ranked as the third most visited tourist destination in the world; its 40,400,000 visitors ranked behind France's 75,000,000 and Spain's 52,500,000. Labor unions have existed since the 19th century, and grew large and powerful from the 1930s to the 1950s. See Labor history of the United States. Since 1970 they have shrunk in the private sector and now cover fewer than 8% of the workers. However union membership has grown rapidly in the public sector, especially among teachers, nurses, police, postal workers, and municipal clerks. There have been few strikes in recent years. The United States' imports exceed exports by 80%, leading to an annual trade deficit of $700,000,000,000, or 6% of gross domestic product. It is the largest debtor nation in the world, with total gross foreign debt of over $13,000,000,000,000 (2005 estimate); and it absorbs more than 50% of global savings annually. Since the 1980s, the U.S. has increased the use of neoliberal economic policies that reduce government intervention and reduce the size of the welfare state, backing away from the more interventionist Keynsian economic policies that had been in favor since the Great Depression. As a result, the United States provides fewer government-delivered social welfare services than most industrialized nations, choosing instead to keep its tax burden lower and relying more heavily on the free market and private charities. Sixteen states and the District of Columbia have minimum wages higher than the national level ($5.15 per-hour), including the highest, Washington State at $7.35. Twenty-six states are the same as the federal level; two--Ohio and Kansas--are below; and six do not have state laws. America's wealth is relatively highly concentrated. The average C.E.O. earns 500 times the typical amount a worker grosses, this is up from 25 times in the late 1970s. In terms of wealth the top 1% of Americans own 40% of all assets and 50.1% of the country's income goes to the top twenty percent of households. Average wages for the majority of employees have been largely stagnating since the 1970s. America's poverty line defined as a family of four earning less than $19,157 is at 12.7% of the general population. Approximately one out of every five children in the United States grows up below the official poverty line. Among racial groups; African Americans have the lowest median income while Asians had the highest. Regionally, the southern states had the lowest median incomes while the West Coast and New England had the highest. The current Federal Reserve Chairman Alan Greenspan remarked that the U.S.’s growing income inequality since the 1970s is, "not the type of thing which a democratic society - a capitalist democratic society - can really accept without addressing."[http://www.csmonitor.com/2005/0614/p01s03-usec.html?s=itm] However, Greenspan also noted, "...you can look at the system and say it's got a lot of problems to it, and sure it does. It always has. But you can't get around the fact that this is the most extraordinarily successful economy in history."

Transportation

Alan Greenspan ]] Because the United States is a relatively young nation, most of the development of U.S. cities has taken place since the invention of the automobile. To link its vast territory, the United States built a network of high-capacity, high-speed highways, of which the most important element is the Interstate Highway system, commissioned in the 1950s by President Dwight D. Eisenhower and modeled after the German Autobahn. The United States also has a transcontinental rail system, which is used for moving freight across the lower forty-eight states. Passenger rail service is provided by Amtrak, which serves forty-six of the lower forty-eight states. Many cities in the United States have extensive mass-transit systems. New York City operates one of the world's largest and most heavily used subway systems. The regional rail and bus networks that extend into Long Island, New Jersey, Upstate New York, and Connecticut are among the most heavily used in the world. Air travel is often preferred for destinations over 300 miles (500 kilometers) away. In terms of passengers, seventeen of the world's thirty busiest airports in 2004 were in the U.S., including the world's busiest, Hartsfield-Jackson Atlanta International Airport; in terms of cargo, in the same year, twelve of the world's thirty busiest airports were in the U.S., including the world's busiest, Memphis International Airport. There are several major seaports in the United States; the three busiest are the Port of Los Angeles, California; the Port of Long Beach, California; and the Port of New York and New Jersey. Others include Houston, Texas; Charleston, South Carolina; Savannah, Georgia; Miami, Florida; Portland, Oregon; San Francisco, California; Boston, Massachusetts; Philadelphia, Pennsylvania; and Seattle, Washington; plus, outside the contiguous forty-eight states, Anchorage, Alaska, and Honolulu, Hawaii.

Society

Demographics

Hawaii The mean center of the U.S. population continues to drift farther west and south. The fastest growing region is the western United States followed by the southern portion. According to Census 2000, the states that saw the greatest increases from 1990 were: Nevada (66.3%), Arizona (40%), Colorado (30.6%), Utah (29.6%), Idaho (28.5%), Georgia (26.4%), Florida (23.5%), Texas (22.8%), North Carolina (21.4%), and Washington (21.1%). [http://www.census.gov/population/cen2000/phc-t2/tab03.pdf]

Ethnicity and race

:Main article: Racial demographics of the United States The United States is a very racially diverse country. According to the 2000 census, it has 31 ethnic groups with at least one million members each, and numerous others represented in smaller amounts. The majority of Americans descend from white European immigrants who arrived at the establishment of the first colonies (most after Reconstruction). This majority--69.1% in 2000--decreases each year, and is expected to become a plurality within a few decades. The most frequently stated European ancestries are German (15.2%), Irish (10.8%), English (8.7%), Italian (5.6%) and Scandinavian (3.7%). Many immigrants also hail from Slavic countries such as Poland and Russia. Other significant immigrant populations came from eastern and southern Europe and French Canada. Russia Hispanics from Mexico and South and Central America are the largest minority group in the country, comprising 12.5% of the population (2000 census). People of Mexican descent made up 7.3% of the population in the 2000 census, and this proportion is expected to increase significantly in the coming decades. About 12.3% (2000 census) of the American people are African Americans (Blacks). African Americans are spread throughout the country, but their presence is largest in the South. Asian Americans--including Native Hawaiians and Pacific Islanders--are a third significant minority (3.7% of the population in 2000). Most Asian Americans are concentrated on the West Coast and Hawaii. The largest groups are immigrants or descendants of emigrants from the Philippines, China, India, Vietnam, South Korea, and Japan. Indigenous peoples in the United States, such as American Indians and Inuit, make up 0.9% of the population (2000 census). About 35% live on Indian reservations.

Religion

Polls estimate that just under 80 percent of Americans are Christians of various denominations. The other 20 percent comprises other religions such as Hinduism, Judaism, Islam, and Buddhism, other various faiths, and those without a specific religion. The United States is noteworthy among developed nations for its relatively high level of religiosity. According to a 2004 Gallup poll, about 44% of Americans attend a religious service at least once a week. However, this rate is not uniform across the country; attendance is more common in the Bible Belt—composed largely of Southern and Midwestern states—than in the Northeast and West Coast. In the Southern states, Baptists are the largest group, followed by Methodists; Roman Catholics are dominant in the Northeast and in large parts of the Midwest due to their being settled by descendants of Catholic immigrants from Europe (such as Germany, Ireland, Italy, and Poland) or other parts of North America (mainly Quebec and Puerto Rico). The rest of the country for the most part has a complex mixture of various Christian groups.

Education

West Coast's home at Monticello and the University of Virginia (library building shown above, and designed by Jefferson), the only collegiate campus on the list. Both sites are located in Charlottesville, Virginia.]] In the United States, education is a state, not federal, responsibility, and the laws and standards vary considerably. However, the federal government, through the Department of Education, is involved with funding of some programs and exerts some influence through its ability to control funding. In most states, all students must attend mandatory schooling starting with kindergarten, which children normally enter at age 5, and following through 12th grade, which is normally completed at age 18

Logical argument

An argument is an attempt to demonstrate the truth of an assertion called a conclusion, based on the truth of a set of assertions called premises. The process of demonstration of deductive (see also deduction) and inductive reasoning shapes the argument, and presumes some kind of communication, which could be part of a written text, a speech or a conversation. In ordinary, philosophical and scientific argumentation abductive arguments and arguments by analogy are also commonly used. Arguments can be valid or invalid, although how arguments are determined to be in either of these two categories can often itself be an object of much discussion. Informally one should expect that a valid argument should be compelling in the sense that it is capable of convincing someone about the truth of the conclusion. However, such a criterion for validity is inadequate or even misleading since it depends more on the skill of the person constructing the argument to manipulate the person who is being convinced and less on the argument itself. Less subjective criteria for validity of arguments are often clearly desirable, and in some cases we should even expect an argument to be rigorous, that is, to adhere to precise rules of validity. This is the case for arguments used in mathematical proofs. Note that a rigorous proof does not have to be a formal proof. In ordinary language, people refer to the logic of an argument or use terminology that suggests that an argument is based on inference rules of formal logic. Though arguments do use inferences that are indisputably purely logical (such as syllogisms), other kinds of inferences are almost always used in practical arguments. For example, arguments commonly deal with causality, probability and statistics or even specialized areas such as economics. In these cases, logic refers to the structure of the argument rather than to principles of pure logic that might be used in it.

Argument validity

In evaluating an argument, we consider separately the truth of the premises and the validity of the logical relationships between the premises, any intermediate assertions and the conclusion. The main logical property of an argument that is of concern to us here is whether it is truth preserving, that is if the premises are true, then so is the conclusion. We will usually abbreviate this property by saying simply that argument is valid. If the argument is valid, the premises together entail or imply the conclusion. The ways in which arguments go wrong tend to fall into certain patterns, called logical fallacies. Validity is a semantic characteristic of arguments; independently of this property, and more controversially, arguments should also be scrutinizable, in the sense that the argument be open to public examination and systematic in the sense that the structural components of the argument have public legitimacy.

The mathematical paradigm

In mathematics, an argument can be formalized using symbolic logic. In that case, an argument is seen as an ordered list of statements, each one of which is either one of the premises or derivable from the combination of some subset of the preceding statements and one or more axioms using rules of inference. The last statement in the list is the conclusion. Most arguments used in mathematical proof are rigorous, but not formal. In fact, strictly formal proofs of all but the most trivial assertions are extremely hard to construct and hard to understand without some assistance from a computer. One of the goals of automated theorem proving is to design computer programs to produce and check formal proofs. A study of formal systems of mathematics together with semantic questions such as completeness and validity is often called metamathematics. Of particular note in this direction are the Gödel's incompleteness theorems for first order theories of arithmetic. The prevalent belief among mathematical authors is that valid arguments in mathematics are those that can be recognized as being in principle formalizable in the encompassing formal theory. It follows that the theory of valid arguments in mathematics is reducible to the theory of valid inferences in formal mathematical theories. A theory of validity of formal mathematical theories posits two distinct elements: syntax which gives the rules for when a formula is correctly constructed and semantics which is essentially a function from formulas to truth values. An expression is said to be valid if the semantic function assigns the value true to it. A rule of inference is valid if and only if it is validity-preserving. An argument is valid if and only if it utilizes valid rules of inference. Note that in the case of mathematical semantics, both the syntax and semantics are mathematical objects. In general usage, however, arguments are rarely formal or even have the rigor of mathematical proofs.

Theories of arguments

Theories of arguments are closely related to theories of informal logic. Ideally, a theory of argument should provide some mechanism for explaining validity of arguments. One natural approach would follow the mathematical paradigm and attempt to define validity in terms of semantics of the assertions in the argument. Though such an approach is appealing in its simplicity, the obstacles to proceeding this way are very difficult for anything other than purely logical arguments. Among other problems, we need to interpret not only entire sentences, but also components of sentences, for example noun phrases such as The present value of government revenue for the next twelve years. One major difficulty of pursuing this approach is that determining an appropriate semantic domain is not an easy task, raising numerous thorny ontological issues. It also raises the discouraging prospect of having to work out acceptable semantic theories before being able to say anything useful about understanding and evaluating arguments. For this reason the purely semantic approach is usually replaced with other approaches that are more easily applicable to practical discourse. For arguments regarding topics such as probability, economics or physics, some of the semantic problems can be conveniently shoved under the rug if we can avail ourselves of an model of the phenomenon under discussion. In this case, we can establish a limited semantic interpretation using the terms of the model and the validity of the argument is reduced to that of the abstract model. This kind of reduction is used in the natural sciences generally, and would be particularly helpful in arguing about social issues if the parties can agree on a model. Unfortunately, this prior reduction seldom occurs, with the result that arguments about social policy rarely have a satisfactory resolution. Another approach is to develop a theory of argument pragmatics, at least in certain cases where argument and social interaction are closely related. This is most useful when the goal of logical argument is to establish a mutually satisfactory resolution of a difference of opinion between individuals.

Argumentative dialogue

Arguments as discussed in the preceding paragraphs are static, such as one might find in a textbook or research article. They serve as a published record of justification for an assertion. Arguments can also be interactive, in which the proposer and the interlocutor have a more symmetrical relationship. The premises are discussed, as well the validity of the intermediate inferences. For example, consider the following exchange, illustrated by the No true Scotsman fallacy: : Argument: "No Scotsman puts sugar on his porridge." : Reply: "But my friend Angus likes sugar with his porridge." : Rebuttal: "Ah yes, but no true Scotsman puts sugar on his porridge." In this dialogue, the proposer first offers a premise, the premise is challenged by the interlocutor, and finally the proposer offers a modification of the premise. This exchange could be part of a larger discussion, for example a murder trial, in which the defendant is a Scotsman, and it had been established earlier that the murderer was eating sugared porridge when he or she committed the murder. In argumentative dialogue, the rules of interaction may be negotiated by the parties to the dialogue, although in many cases the rules are already determined by social mores. In the most symmetrical case, argumentative dialogue can be regarded as a process of discovery more than one of justification of a conclusion. Ideally, the goal of argumentative dialogue is for participants to arrive jointly at a conclusion by mutually accepted inferences. In some cases however, the validity of the conclusion is secondary. For example; emotional outlet, scoring points with an audience, wearing down an opponent or lowering the sale price of an item may instead be the actual goals of the dialogue. Walton distinguishes several types of argumentative dialogue which illustrate these various goals:
- Personal quarrel.
- Forensic debate.
- Persuasion dialogue.
- Bargaining dialogue.
- Action seeking dialogue.
- Educational dialogue. Van Eemeren and Grootendorst identify various stages of argumentative dialogue. These stages can be regarded as an argument protocol. In a somewhat loose interpretation, the stages are as follows:
- Confrontation: Presentation of the problem, such as a debate question or a political disagreement
- Opening: Agreement on rules, such as for example, how evidence is to be presented, which sources of facts are to be used, how to handle divergent interpretations, determination of closing conditions.
- Argumentation: Application of logical principles according to the agreed-upon rules
- Closing: This occurs when the termination conditions are met. Among these could be for example, a time limitation or the determination of an arbiter. Van Eemeren and Grootendorst provide a detailed list of rules that must be applied at each stage of the protocol. Moreover, in the account of argumentation given by these authors, there are specified roles of protagonist and antagonist in the protocol which are determined by the conditions which set up the need for argument. Many cases of argument are highly unsymmetrical, although in some sense they are dialogues. A particularly important case of this is political argument. Much of the recent work on argument theory has considered argumentation as an integral part of language and perhaps the most important function of language (Grice, Searle, Austin, Popper). This tendency has removed argumentation theory away from the realm of pure formal logic. One of the original contributors to this trend is the philosopher Chaim Perelman, who together with Lucie Olbrechts-Tyteca, introduced the French term La nouvelle rhetorique in 1958 to describe an approach to argument which is not reduced to application of formal rules of inference. Perelman's view of argumentation is much closer to a juridical one, in which rules for presenting evidence and rebuttals play an important role. Though this would apparently invalidate semantic concepts of truth, this approach seems useful in situations in which the possibility of reasoning within some commonly accepted model does not exist or this possibility has broken down because of ideological conflict. Retaining the notion enunciated in the introduction to this article that logic usually refers to the structure of argument, we can regard the logic of rhetoric as a set of protocols for argumentation.

Other theories

In recent decades one of the more influential discussions of philosophical arguments is that by Nicholas Rescher in his book The Strife of Systems. Rescher models philosophical problems on what he calls aporia or an aporetic cluster: a set of statements, each of which has initial plausibility but which are jointly inconsistent. The only way to solve the problem, then, is to reject one of the statements. If this is correct, it constrains how philosophical arguments are formulated.

References

- Rober Audi, Epistemology, Routledge, 1998. Particularly relevant is Chapter 6, which explores the relationship between knowledge, inference and argument.
- J. L. Austin How to Do things with Words, Oxford University Press, 1976.
- H. P. Grice, Logic and Conversation in The Logic of Grammar, Dickenson, 1975.
- R. A. DeMillo, R. J. Lipton and A. J. Perlis, Social Processes and Proofs of Theorems and Programs, Communications of the ACM, Vol. 22, No. 5, 1979. A classic article on the social process of acceptance of proofs in mathematics.
- Yu Manin, A Course in Mathematical Logic, Springer Verlag, 1977. A mathematical view of logic. This book is different from most books on mathematical logic in that it emphasizes the mathematics of logic, as opposed to the formal structure of logic.
- Ch. Perelman and L Olbrechts-Tyteca, The New Rhetoric, Notre Dame, 1970. This classic was originally published in French in 1958.
- Henri Poincaré, Science and Hypothesis, Dover Publications, 1952
- Frans van Eemeren and Rob Grootendorst, Speech Acts in Argumentative Discussions, Foris Publications, 1984.
- K. R. Popper Objective Knowledge; An Evolutionary Approach, Oxford: Clarendon Press, 1972.
- L. Stebbing, A Modern Introdcution to Logic, Methuen and Co., 1948. An account of logic that covers the classic topics of logic and argument while carefully considering modern developments in logic.
- Douglas Walton, Informal Logic: A Handbook for Critical Argumentation, Cambridge, 1998
- Carlos Chesñevar, Ana Maguitman and Ronald Loui, Logical Models of Argument, ACM Computing Surveys, vol. 32, num. 4, pp.337-383, 2000.

Leaders debate

In jurisdictions which use the Westminster system of government or a similar system, leaders debates are often held, usually during a general election campaign. These debates are normally televised and are often organized by one or more television stations. The success of early televised debates such as the 1960 American presidential debate between John F. Kennedy and Richard Nixon would eventually spur the desire to hold similar, televised debates in countries under the Westminster system. Television had quickly proven to be an excellent and efficient means of reaching out to large blocs of the electorate. The unique aspect of the Westminster system which creates the desire to hold leaders debates is that the party leader is usually the party's presumed candidate to lead the government, because by constitutional convention he or she will usually become prime minister or premier if his or her party wins the most seats. However, a leaders debate is not technically a candidates debate in the same sense that an American presidential debate would be, because in the latter case the American politcal parties have explicitly nominated the named individuals as their candidates for president and vice president. The exact format for a leaders debate varies, but normally the debate will begin with each leader making a short opeining statement. Then a panel of well-known journalists will ask sets of prepared questions, which are to be answered either by all of the leaders or by one specific leader. After the leader(s) answer each question, the other leader(s) may get a chance to make a brief response, after which there may be some time allocated for an often heated "free for all" debate. The moderator will usually attempt to exercise some control through all of this, and then stop the debate after time has elapsed so the next question can be asked. After the panelists finish asking questions, each leader will make his or her closing remarks and the debate will end. Leaders debates are often popular with voters, whose decisions might be greatly influenced by the outcome. Leaders have occasionally attempted to use props (such as charts or signs bearing slogans) during a debate with varying degrees of success. Who gets invited to participate in a leaders debate is often a sensitive issue. Some jurisdictions may have dozens of fringe political parties which few networks would care to have participating in their debates. For the sake of brevity, and to ensure the leaders of the main parties have adequate time to adderss voters on a wide range of issues, it is extremely rare for any leaders debate to have more than five leaders. A more common number would be three. Leaders debates are often restricted to parties which elected representatives in the previous election. Exceptions may be made for parties with close to a full slate of candidates, but this is not always the case. For example, in Canada in 2004, the Green Party of Canada was excluded from the federal leaders debates, and the Alberta Alliance was excluded from the Albertan provincial leaders debate, even though both parties had full slates in their respective elections. Parties that are excluded will often complain bitterly about their exclusion, sometimes claiming that the political establishment has conspired in an effort to keep their party on the political fringe. Category:Campaigning Category:Debate types

U.S. presidential election debates

Every presidential election in the United States, the two main candidates (almost always the candidates of the two main parties, the Democratic Party and the Republican Party) engage in a debate. The issues discussed in the debate are often the most hot-button issues of the time, and some have said that elections can be won or lost based on these debates. Presidential debates are held late in the election cycle, after the political parties have nominated their candidates. The candidates meet in a large hall, often at a university, before an audience of citizens. The formats of the debates have varied, with questions sometimes posed from one or more journalist moderators and in other cases members of the audience. Between 1988 and 2000, the formats have been governed in detail by secret MOUs between the two major candidates; an MOU for 2004 was also negotiated, but unlike the earlier agreements it was jointly released by the two candidates. Debates are broadcast live on television and radio. The first debate for the 1960 election drew over 66 million viewers out of a population of 179 million, making it one of the most-watched broadcasts in U.S. television history. The 1980 debates drew 80 million viewers out of a 226 million. By 2000, about 46 million viewers out of a population of 280 million watched the first debate, with ten million fewer watching the subsequent debates that year. In 2004, 62.5 million people watched the first debate, while 43.6 million watched the vice-presidential debate. [http://quote.bloomberg.com/apps/news?pid=10000103&sid=a3IfHn62MGD8&refer=us]

History

In the race for the American presidency, a series of debates between the two main candidates is held frequently. One of the first televised debates to be held was on September 26, 1960, in a debate between candidates John F. Kennedy and Richard Nixon. Nixon was generally considered to be the “loser” of the debates, mainly because he did not prepare for the possibilities and peculiarities of the medium of television. Some say his poor makeup and haggard appearance contributed to his loss of the debates. As the candidates in the following elections of 1964, 1968 and 1972 feared to make the same mistakes and maybe lose an election because of such a debate, it took until 1976 for the second series of televised presidential debates after 1960 to be held. On September 23, 1976 it was the Democratic candidate Jimmy Carter and President Gerald R. Ford to debate publicly on television. Since then, televised debates have become a regular part of presidential campaigns in every election. Starting in 1984, the inclusion of a single Vice Presidential debate has also been included as part of the presidential debate cycle. Two polls examining the 1976 debate between Gerald Ford and Jimmy Carter were taken. One of the polls had been taken 12 hours or less after the debate, the other one 12 to 48 hours after it. The shifts in the public’s opinion were dramatic. Shortly after the debate more than half of the interviewed felt that Ford had won, whereas later the majority felt Carter had won. The reason often purported to be why this dramatic change in public opinion happened is that, in this debate, Ford made what is considered to be one of the most serious mistakes ever made in a presidential debate. He stated that "there is no Soviet domination of Eastern Europe" and for several days did not want to acknowledge that he might have said something wrong. During September and October 2004 George W. Bush and his Democratic challenger John Kerry met in a series of three televised debates face-to-face. John Kerry in his time at Yale University, had earned a lot of respect for his impressive skills in debating. The debate was hosted by Jim Lehrer, a PBS news anchorman. Kerry kept a calm, clear and convincing tone. Bush appeared nervous, reactive, and repetitive in his responses. Kerry is widely considered by many to have won the debate. Moderators of nationally televised presidential debates have included Bernard Shaw, Jim Lehrer and Dan Rather.

Debate sponsorship

Control of the presidential debates has been a ground of struggle for more than two decades. The role was filled by the nonpartisan League of Women Voters (LWV) civic organization in 1976, 1980 and 1984. In 1987, the LWV withdrew from debate sponsorship, in protest of the major party candidates attempting to dictate nearly every aspect of how the debates were conducted. On October 2, 1988, the LWV's 14 trustees voted unanimously to pull out of the debates, and on October 3 they issued a dramatic press release: :The League of Women Voters is withdrawing sponsorship of the presidential debates ... because the demands of the two campaign organizations would perpetrate a fraud on the American voter. It has become clear to us that the candidates' organizations aim to add debates to their list of campaign-trail charades devoid of substance, spontaneity and answers to tough questions. The League has no intention of becoming an accessory to the hoodwinking of the American public. The two major political parties had their own loyalists ready to take over the debates and did so in 1988 under the name of the Commission on Presidential Debates (CPD). The two parties presented the 1988 debates and have done so every election cycle since. The commission has been headed since its inception by former chairs of the Republican and Democratic parties. In 2004, the Citizens' Debate Commission (CDC) was formed to challenge control by the Democratic and Republican parties and attempt to return the debates to control by an independent, nonpartisan, rather than bipartisan, body. Chief concerns include the CPD's exclusion of third party and independent candidates. This effort was unsuccessful in its first attempt, as the CPD again controlled the 2004 debates.

Timeline

- In 1960 — four debates between Richard Nixon and Massachusetts Senator John F. Kennedy.
- In 1976 — three debates between President Gerald Ford and former Georgia Governor Jimmy Carter
- In 1980 — one debate between President Jimmy Carter and former California Governor Ronald Reagan, one between Governor Reagan and Illinois Congressman John Anderson
- In 1984 — two debates between President Ronald Reagan and former Vice President Walter Mondale
- In 1988 — two debates between Vice President George H. W. Bush and Massachusetts Governor Michael Dukakis
- In 1992 — three debates including President George H. W. Bush, Arkansas Governor Bill Clinton and independent candidate Ross Perot
- In 1996 — two debates between President Bill Clinton and former Kansas Senator Bob Dole
- In 2000 — three debates be

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