Forensics in America (eBook)

Michael Bartanen is professor of communication and chair of the department of communication and theatre at Pacific Lutheran University. Bartanen has taught at Pacific Lutheran since 1979. He is the author or co-author of four previous books in forensics theory which were well-received by reviewers, and a number of journal articles and conference presentations. He has been active in forensics education and service in many forensics organizations, most recently, Pi Kappa Delta which is the largest collegiate forensics honorary society in the United States. Robert S. Littlefield is professor of communication at North Dakota State University. He is a life-long forensic educator, having taught at North Dakota State University since 1979. He is the author, co-author, or editor of three previous books, one of which focused on the history of forensics in North Dakota during the 20th Century. He has published over 75 journal articles (30+ on forensics-related topics, given nearly 100 conference presentations (50+ on forensics-related topics), and currently serves as Editor of Communication Studies, the journal of the Central States Communication Association published by Taylor & Francis.

Table of ContentsList of TablesPrefaceAcknowledgementsChapter 1: An Introduction to the Study of American Forensics In the 20th CenturyThe Importance of Historical-Critical Research in ForensicsThe Broad Outline of a Historical Study of American ForensicsThe Focus of This Text and Assumptions Guiding Our AnalysisForensics is EpistemicForensics is RhetoricalCombining the Epistemic and RhetoricalAssumptions and Themes of this AnalysisTheme One: The History of American ForensicsTheme Two: The Relationship between Collegiate and High School ForensicsTheme Three: Forensics as a Promise and Consequence of American EducationTheme Four: Forensics as a Resilient and Enduring Education FormTheme Five: The Relationship between Forensics and theCommunication DisciplineThe Plan of the BookReferencesPart I: The Historical Context of Forensics PracticeChapter 2: The Public Oratory EraForensics in the Pre-Competitive EraEarly DebatingThe Literary SocietyThe Social and Historical Forces Shaping American Life and EducationA Brief Overview of the Public Oratory EraThe Progressive EraVoluntary Associations for Civic EngagementThe Role of Education in Citizenship TrainingThe Influence of Higher Education on the Growth of ForensicsThe Characteristics of the Public Oratory Era of ForensicsThe Role of StudentsThe Prominence Afforded by Forensics ParticipationForensics and the Local CommunityAudience-Centered FocusThe Emergence of Organizational StructuresThe Nature of Forensics Practice in the Public Oratory EraThe Emergence of Forensics ModelsThe Consolidation of Forensics PracticesConclusionReferencesChapter 3: The Technical EraThe Changing University: Science, Technology, and Government InterventionChanges in the Student Body MakeupGrowth in Graduate EducationGovernment Involvement in Educational PolicyThe Uneasy Relationship between Practicality and IntellectualismForensics Practice in the Two Periods of the Technical EraTrends During the Technical EraCompetitive Emphasis Replaced the Educational EmphasisForensics as a Private Good Replacing Forensics as a Public GoodInvention and Style Dominate Competitive ForensicsEffects of the Shift to the Technical EraFractionalization of Shared Norms and ValuesMarginalization within the Academic Community andthe Communication DisciplineConclusionReferencesChapter 4: Organizational Structures and their Influence on Forensics PracticeThe Role of Honorary Societies in Organizing ForensicsThe Importance of Social and Fraternal Organizations as an Organizing ModelDelta Sigma RhoTau Kappa AlphaPi Kappa DeltaDevelopment of Regional UnitsIntroduction of the Tournament FormatA National Resolution for DebateThe Role of Honorary Organizations in Promoting Forensics ScholarshipAn Overview of Scholarship about ForensicsEducation versus CompetitionThe Influence of Organizational PhilosophiesPhilosophical versus PracticalCentrality to the DisciplineShift from Community to IndividualImplications of Forensics ScholarhsipAn Analysis of Forensics Organizational Typology and BehaviorTransition from Introversion to ExtroversionChanges in Higher EducationThe Effects of CompetitionOrganizational Turmoil during the Technical EraSelection of the Recognition of Communist China Debate TopicThe Emergence of National Championships in Individual SpeakingThe Zero-Sum Competitive EnvironmentSignificant Examples of Extroverted-Expansive Forensics OrganizationsThe Rise of SpecializationThe Emergence of New Debate OrganizationsConclusionReferencesPart II: The Tensions Shaping the Evolution of ForensicsChapter 5: Tensions that Shaped the Evolution of ForensicsThe Population of the Forensics CommunityThe Inherency of Competition in ForensicsDebating Both Sides of the ResolutionDecision versus No-Decision DebatingAudience and Lay Judges versus Expert Critic JudgingThe Introduction of the TournamentThe North Central Association ThreatSummaryImpacts and Implications of CompetitionStudent InterestA Split in the RanksForensics ScholarshipCompetition Led to SpecializationConclusionReferencesChapter 6: Departmental and Disciplinary Tensions Shaping ForensicsAcademic Debate and the Emergence of Speech as a DisciplineThe Foundations of the Speech DisciplineThe Influence of Student InterestMotivation for the Separation of Speech from EnglishPerceived inferiorityPublic demandDisciplinary marginalizationThe Formation of the National Association of Teachers of Public SpeakingThe Marginalization of ForensicsSummaryThe Discussion Movement’s Impact on DebateBackground on the Discussion MovementThe Trojan Horse of Citizenship TrainingDebate vs. Discussion as Preparation for Civic EngagementSupremacy versus Co-existenceImpact on ForensicsSummaryConclusionReferencesChapter 7: High School Forensics: The Growth and Development of Competitive ForensicsThe Influence of Adult Education Movements on ForensicsLyceumsChautauqua ProgrammingThe Extension MovementEfforts to Serve Rural AmericaUniversity Extension EffortsThe Emergence of Statewide Competitive Forensics ActivitiesTexas - A Representative Example TriangulationNational Federation of High Schools Activities AssociationsThe National Forensic LeagueBrief Early HistoryAims of the NFLFeatures of the NFLDemocratic participationFocus on the publicNFL’s Impact on High School ForensicsThe Impetus for the National Catholic Forensic LeagueThe Impacts of the National High School LeaguesThe Impact of Collegiate ForensicsThe National Federation of High School Activities AssociationsAdditional Quasi-Competitive OpportunitiesConclusionReferencesPart III: Socio-Cultural Dimensions Contributing to the Evolution of ForensicsChapter 8: The Social Dimensions of ForensicsThe Justificatory Overemphasis on Intellectual Benefits of Forensics TrainingForensics as PlayPlay is Self-Chosen and Self-DirectedPlay is Activity where Means are More Valued than EndsPlay has Rules not Dictated by Necessity but Emanating from the ParticipantsPlay is Imaginative, Non-literal, and Mentally Removed from “Real” LifePlay involves an Active, Alert, but Non-stressed Frame of MindThree Dimensions of Forensics as PlaySimulationSocializationCommunity and ConversationCreation of Social Capital During the Public Oratory EraThe Role of StudentsA Position of CelebrityAn Emphasis on Local ProminenceA Focus on the AudienceCreation of Social Capital During the Technical EraThe Fun of Critical ThinkingToulmin’s ModelThe Changing Nature of Forensics as FunThe Downside of Forensics as PlayConclusionReferencesChapter 9: “The Other” in Forensics: The African American ExperienceThe Exclusion of African AmericansThe African American Educational ExperienceThe African American Forensic ExperienceLiterary SocietiesIntercollegiate DebateForensics in the Public Oratory EraCharacteristics of forensics at non-HBCUsCharacteristics of forensics at HBCUsSummaryForensics in the Scientific/Technical EraCharacteristics of forensics at non-HBCUsCharacteristics of forensics at HBCUsUrban Debate LeaguesThe Activity KritikSummaryReflections on Forensics and the OtherConclusionReferencesChapter 10: The “Other” Sex: Women and the Forensics ExperienceWomen and the Forensic CommunityContext for the Education of WomenExclusion of Girls and WomenLimited Educational Opportunities Segregated colleges developed to Teach WomenGeneral Treatment of Women in Higher EducationBrief Chronology of Women’s Entry into ForensicsBarriers for Women in ForensicsSeparate contests for Wen and WomenThe Value of Women in Forensics was MisplacedThe Perceived Limited Capacity of Women Illegitimacy of Women as High-level CompetitorsThe Perceived Sexual Vulnerability of WomenPerceived Role for Women in policymaking orLeadership PositionsConclusionReferencesChapter 11: Reflections on a Century of Forensics in AmericaThe Social Construction of ForensicsCritical Stance Toward Existing OrderInfluence of History and CultureThe Act of CommunicationThe Mix of Knowledge and Social InteractionA Post-Modern Era?Multiple FrameworksA Decline in the Number of Career ProfessionalsImpact of New TechnologiesSummaryThe Epistemic Nature of ForensicsReferences