And the CFL Middle School tournament is in the books.
Everything went quite well on the debate side (and, I gather, the speech side). I had fears going in about having one pool of judges for both LD and PF, but to be honest, these judges, 95% of them parents, showed up where they were supposed to time after time, and did the job without a peep, and there we were. We asked them to acknowledge ballots and, lo and behold, none of them were too cool to do it. A few asked to be isolated in either LD or PF, and we obliged, and I have definitely suggested separate pools next time. What we’ll probably do is still use one event but allow people to prefer one or the other event if they are so inclined, as long as their particular obligation is covered. That’s easy enough in tabroom using pools.
The only issue that came up, albeit peripherally, is the use of AI in debate. The general position of the various major bodies like the CFL is that it is a tool to be used, personal opinions about it notwithstanding, and so it’s okay, but it cannot be used as a source. That is, your evidence can’t be “Claude says 95% of dentists who chew cud recommend cud for their patients who chew cud” but otherwise, well, who knows?
And that, I think, is a problem.
Admittedly, use of AI in schools is an issue that I do not confront firsthand. I am not teaching a class where most of the students, instead of reading A Tale of Two Cities, or even watching the movie of A Tale of Two Cities, or even reading the bloody Cliff Notes of A Tale of Two Cities, tell Claude to write them a report on A Tale of Two Cities and hand it in as their own work. Given that this is still early days for AI, it is not hard to recognize AI writing when you see it. Better still, there is now software that can make the determination for you. As AI becomes better at it, on the other side AI detectors will also become better at it, so I don’t think we’ll be totally at a loss in the long run. Still, this is dramatically early days. We can have all sorts of opinions on what the future will be like, but the wise person keeps their betting money in their pocket. God only knows, and even that may be giving the deity the benefit of the doubt.
I see AI in debate at the moment as a perfectly decent research tool, which I think is where CFL or NSDA is coming from. I remember coaching in the 90s, and telling students when a new topic was released that one good idea for understanding it would be to find opinion pieces by experts and extrapolate ideas from their writings. I suggested searching the Op-Eds in The NY Times. Go out and find what the best minds are thinking on both sides and use their ideas as your starting point for your cases. I would probably say the same thing today, except that instead of spending hours using Ask Jeeves to implement their searches, they would spend two minutes asking Claude to do the job. And a decent job would be done in those two minutes. This is using AI to kickstart your initial research. Using AI as a research tool isn’t a hell of a lot different from using Google as a research tool. When I debated in the 1960s, we used The Reader’s Guide to Periodical Literature as our initial research tool. Same idea, different means.
One thing I don’t see as a good idea is asking AI to write a case. In fact, I would ban this on my team. I see debate as an educational process, and part of that education is learning to write, to frame arguments. Can AI do this? Probably. Should AI do this? Probably not. If students come out of 4 years of high school debate as sharp writers able to effectively get ideas down on paper, they’ve learned an unimpeachable lifeskill. If they come out able to get Claude to do it? Maybe a useful enough skill, but it’s the difference between the lightning and the lightning bug, to paraphrase Mark Twain. Still, I might want to learn to get Claude to work with me on outlining, say, or maybe there’s other useful aspects of AI that wouldn’t detract from a student’s acquisition of otherwise important skills. That all is on the table at the moment.
There’s plenty of play on this. I could have a case from somewhere, and I could ask Claude to evaluate that case and to suggest rebuttals. This is a step further down the line and needs a steady hand on the human tiller, but I can see it being useful enough. But here is where we get into the dicey area of AI in debate. I am in the middle of a round. An opponent brings up an argument. Can I ask AI, during the round, to provide me a rebuttal for that argument?
We do allow students to look something up on the internet during a round. We do not allow students to go online to consult with coaches or teammates or anyone else during a round. In this situation, AI is a virtual assistant. Should we allow students to employ virtual assistants during a round? I would say a categorical no. We do allow them to work with coaches and teammates at all other times, and I’m happy to allow them to likewise work with virtual assistants at all other times, but not during rounds.
Since as of yet we have not determined the best use of AI in education to begin with, being on the conservative side here is probably for the best. So, yes, let’s use AI. More to the point, let’s figure out how best to use it. But during a debate round? I don’t think so. Debate rounds are for students to learn to think on their own two feet, not on Claude’s two feet.