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John Brennan

Debate culture is rampant among Hong Kong secondary schools, and universities are starting to take notice.
Last year at the World Schools Debating Championships in Stuttgart, Germany, the Hong Kong National Debating Team registered its best ever result on the global stage. Taking fourth place in a field of 53 national teams, and punching so far above its weight in terms of relative population size, was a huge achievement.

But the National Debating Team represents only the upper echelon of a very lively local debating scene. Not only does the Hong Kong Secondary Schools Debating Competition provide a range of structured inter-school contests, but prominent organisations, such as the Hong Kong Bar Association, also run their own “war  of words”. 
Success in a debate depends on a number of particular talents: the ability to speak clearly and concisely; to reason and persuade; to sift and assimilate key facts; to remain calm under pressure as these facts are deployed; and to plan ahead, listen and adapt.
Debaters must stay abreast of current affairs and topical issues, as these - and often the most contentious aspects - usually form the basis of the motions to be argued over.
The value of these skills becomes clear in the exciting cut and thrust of competition. However, as we head into a future that will see an increasing number of jobs and tasks automated and handled by machines, many of these uniquely human attributes will become even more highly prized.
This May, in the High Court Chambers, a venue familiar with verbal sparring, the German Swiss International School (GSIS) debating team won the finals of the English section of the Hong Kong Bar competition. The team comprised captain and Year 11 student Rachel Lee, Thomas So of Year 11, and Year 10 student Karl Lam.

Up against a Year 12 team from St Paul’s Secondary School, the trio from GSIS successfully argued against the motion “This house believes that Hong Kong ought to impose an ‘opt-out’ post-mortem organ donation scheme”. Lam was also selected as the best speaker during the debate.
So, who only started debating in earnest about six months before the contest, was delighted with the win. “I was quite surprised and excited, as this was my first debate competition,” he said.
The fact the GSIS team had done its homework prior to the event was key. “All of the arguments made by the other team were ones we had anticipated,” So said. “Part of our preparation included putting ourselves in the mindset of the opposing side and trying to come up with arguments.”
The team’s strategy was centred on the notion that the opt-out scheme was a limitation to citizens’ free choice. “Personally, I think that when it comes to dealing with such sensitive issues - like one’s cultural, religious or personal views - it is best to allow people to make an empowered choice, rather than presuming their consent,” So said.
The Hong Kong Bar competition is just one of the contests GSIS debating teams have successfully taken part in this year. At Easter, three students from the school were also members of the Hong Kong team at the World Individual Debating and Public Speaking 2017 Championship in Sydney.

GSIS took part in a number of debating competitions over these years.
GSIS debate coordinator and English teacher Krystyna Butchart noted that some students who did not start out as natural debaters in Year 7, have earned a place on the inter-school team through hard work.
“We have over 100 debaters in our extracurricular debate programme, so there is a lot of competition for places on the inter-school teams,” she said. “Significantly, it is the students who genuinely enjoy debating and have fun doing it that succeed.”
While proud of the teams’ successes, Butchart believes the value of the activity extends well beyond competitive triumphs. She said it improves participants’ public speaking abilities and enables them to read and think critically and develop their analytical, research and collaborative skills.
“Our debate programme also aims to increase the students’ awareness of local, regional and global issues, as well as significant historical events, and make them care about what happens around them. Hopefully, the programme makes them more confident, poised and knowledgeable for when they leave school and enter university.”
In Lam’s view these goals are being achieved. “Debating nurtures our ability to argue a case and persuade while also fostering the public speaking skills needed to communicate ideas to an audience,” he said.
Lee said she used to be very shy, afraid to look people in the eye when talking to them, and mumbling instead of speaking clearly. “Since joining the debate team, I have become more confident in terms of participating more in class, and in voicing my opinion and speaking up for what I believe in.”

On occasion, Lee has had to argue in favour of a motion she didn’t believe in, or rebut one she did.
“While it definitely makes the debate more challenging, it is actually one of my favourite aspects of debating,” she said. “Arguing for a side that you disagree with means you have to look at other perspectives, delve deeper into the issues and do more research. It is also a lot of fun to try and look at a subject from another point of view.”
Related read: Multi-lingual discourse
Related read: A convincing case
Related read: Hard work pays off
Related read: The power of persuasion


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[School Debate Series] German Swiss International School: The value of a good argument

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Debate culture is rampant among Hong Kong secondary schools, and universities are starting to take notice.


[School Debate Series] German Swiss International School: The value of a good argument

.css-1c6uqr6{color:inherit;font-weight:inherit;font-size:inherit;font-family:inherit;line-height:inherit;overflow-wrap:break-word;}Debate culture is rampant among Hong Kong secondary schools, and universities are starting to take notice.

Debate culture is rampant among Hong Kong secondary schools, and universities are starting to take notice.