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The book explains goals and underlying principles, provides guidance on education in correctional settings, and answers practical questions about why debate works for learning and moral development. 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This book was developed in conjunction with programs at the Coyote Ridge Corrections Center (CRCC), the Washington State Penitentiary (WSP) and the Department of Corrections, Olympia, WA. The authors would like to acknowledge suggestions made by staff at CRCC and the important contributions of students at CRCC, WSP and the CRCC Debate Club.  \nDebate and Dialogue in Correctional Settings was completed with the generous support from the Youth Initiative, Open Society Foundations, New York, NY.  \nLibrary of Congress Cataloging-in-Publication Data Wheeldon, Johannes.  \nDebate and dialogue in correctional settings : maps, models, and materials / Johannes Wheeldon, Washington State University; Ricardo B. Chavez, Walla Walla Community College; Joe Cooke, Walla Walla Community College.  \npages cm  \nISBN 978-1-61770-070-5  \n1. Debates and debating—Study and teaching. 2. Prisoners—Education—Washington (State) . 3. Corrections—Washington (State) I. Chavez, Ricardo B., author. II. Cooke, Joe, author. III. Title.  \nPN4181 .W433 2013 808.53071’5—dc23  \n2012045947  \nDesign Composition by Kathleen Hayes Printed in the USA  \nCONTENTS  \nForeword ........................................................ v  \nIntroduction ...................................................... 1  \n1.0: Goals and Principles ............................................ 4  \n2.0: Education in Correctional Settings................................. 5  \n3.0: Why Debate? .................................................. 7  \n3.1 Debate in the Classroom: Bene!ts and Lessons ..................... 7  \n3.2 The Problems with Traditional Debate ............................ 9  \n3.3 Debate, Social Learning, and Moral Development................... 11  \n3.4 Skills Development: Variety, Versatility, and Adaptability ............. 13  \n4.0: Understanding D3 .............................................. 16  \n4.1 Features and Assumptions of D3 ................................. 16  \n4.2 Diagrams and Mapping........................................ 17  \n4.3 Debates and Dialogue ......................................... 22  \n5.0: Five Steps to Integrate Debate into the Classroom .................... 30  \n5.1 Step 1—Using Idea Maps to Brainstorm Topics (ABE 1) ............... 31  \n5.2 Step 2—From Brainstorming to Pro/Con Tables (ABE 2) .............. 35  \n5.3 Step 3—Maps, Critical Re\"ection, and Education Plan ............... 38  \n5.4 Step 4—Organize, Revise, and Finalize Argumentative Essays (GED 2) ... 41  \n5.5 Step 5—Diagrammatic, Debate, and Dialogue (AA) .................. 44  \n6.0: Debate in Correctional Settings: Questions & Answers ................. 53  \nConclusion ....................................................... 56  \nAppendixes: Resources For Instructors ................................. 57  \nAppendix 1: Making a Map........................................ 59  \nAppendix 2: Pro/Con Map ........................................ 65  \nAppendix 3: Pro/Con Table........................................ 66  \nAppendix 4: Mapping Your Position ................................ 67  \nAppendix 5: Mapping Education and Learning Skills ................... 68  \nAppendix 6: Barriers and Solutions Table ............................. 69  \nAppendix 7: 5-Paragraph Personal Education Plan ........","cbCaigHdVqxkiuDf","https://ap.wps.com/l/cbCaigHdVqxkiuDf","pdf",622277,113,"English","# Foreword\n# Introduction\n# Goals and Principles\n# Education in Correctional Settings\n# Why Debate?\n## Debate in the Classroom: Benefits and Lessons\n## The Problems with Traditional Debate\n## Debate, Social Learning, and Moral Development\n## Skills Development: Variety, Versatility, and Adaptability\n# Understanding D3\n## Features and Assumptions of D3\n## Diagrams and Mapping\n## Debates and Dialogue\n# Five Steps to Integrate Debate into the Classroom\n## Step 1—Using Idea Maps to Brainstorm Topics (ABE 1)\n## Step 2—From Brainstorming to Pro/Con Tables (ABE 2)\n## Step 3—Maps, Critical Reflection, and Education Plan\n## Step 4—Organize, Revise, and Finalize Argumentative Essays (GED 2)\n## Step 5—Diagrammatic, Debate, and Dialogue (AA)\n# Debate in Correctional Settings: Questions & Answers\n# Conclusion\n# Appendixes: Resources For Instructors","[{\"question\":\"What is the D3 model described in the book?\",\"answer\":\"D3 stands for Diagrammatic Debate and Dialogue and is presented as a structured program and set of principles, not just a specific debate format. It emphasizes diagrams, mapping, and a guided approach to debate learning.\"},{\"question\":\"How does the book recommend integrating debate into correctional classroom programming?\",\"answer\":\"It provides five practical steps, starting with idea maps for brainstorming, moving to pro/con tables, mapping critical reflection and education planning, then organizing and revising argumentative essays. The final step connects mapping to diagrammatic debate and dialogue activities.\"},{\"question\":\"Why does the book argue that debate supports learning in correctional settings?\",\"answer\":\"The book links debate to social learning, moral development, and skills development such as adaptability and versatility. It also addresses limitations of traditional debate and highlights lessons learned for classroom use.\"}]","Debate and Dialogue in Correctional Settings - Maps, Models, and Materials | PDF",285]