query: Governments have a moral duty to protect its citizens from harmful sites.  In recent years, supposedly innocent sites such as social networking sites have been purposely used to harm others. Victims of cyber bullying have even led victims to commit suicide in extreme cases [1] [2] . Given that both physical [3] and psychological [4] damage have occurred through the use of social networking sites, such sites represent a danger to society as a whole. They have become a medium through which others express prejudice, including racism, towards groups and towards individuals [5] . Similarly, if a particularly country has a clear religious or cultural majority, it is fair to censor those sites which seek to undermine these principles and can be damaging to a large portion of the population. If we fail to take the measures required to remove these sites, which would be achieved through censorship, the government essentially fails to act on its principles by allowing such sites to exist. The government has a duty of care to its citizens [6] and must ensure their safety; censoring such sites is the best way to achieve this.  [1] Moore, Victoria, ‘The fake world of Facebook and Bebo: How suicide and cyber bullying lurk behind the facade of “harmless fun”’, MailOnline, 4 August 2009,  on 16/09/11  [2] Good Morning America, ‘Parents: Cyber Bullying Led to Teen’s Suicide’, ABC News, 19 November 2007,  on 16/09/11  [3] BBC News, ‘England riots: Two jailed for using Facebook to incite disorder’, 16 August 2011,  on 16/09/11.  [4] Good Morning America, ‘Parents: Cyber Bullying Led to Teen’s Suicide’, ABC News, 19 November 2007,  on 16/09/11  [5] Counihan, Bella, ‘White power likes this – racist Facebook groups’, The Age, 3 February 2010,  on 16/09/11  [6] Brownejacobson, ‘Councils owe vulnerable citizens duty of care’, 18 June 2008,  09/09/11

positive: censorship ip internet digital freedoms access information house would censor While in a tiny minority of cases, such social networking sites can be used malevolently, they can also be a powerful force for good. For example, many social networking pages campaign for the end to issues such as domestic abuse [1] and racism [2] , and Facebook and Twitter were even used to bring citizens together to clean the streets after the riots in the UK in 2011. [3] Furthermore, this motion entails a broader move to blanket-ban areas of the internet without outlining a clear divide between what would be banned and what would not. For example, at what point would a website which discusses minority religious views be considered undesirable? Would it be at the expression of hatred for nationals of that country, in which case it might constitute hate speech, or not until it tended towards promoting action i.e. attacking other groups? Allowing censorship in these areas could feasibly be construed as obstructing the free speech of specified groups, which might in fact only increase militancy against a government or culture who are perceived as oppressing their right to an opinion of belief [4] .  [1] BBC News, ‘Teenagers’ poem to aid domestic abuse Facebook campaign’, 4 February 2011,  on 16/09/11  [2] Unframing Migrants, ‘meeting for CAMPAIGN AGAINST RACISM’, facebook, 19 October 2010,  on 16/09/2011.  [3] BBC News, ‘England riots: Twitter and Facebook users plan clean-up.’ 9 August 2011,  on 16/09/11.  [4] Marisol, ‘Nigeria: Boko Haram Jihadists say UN a partner in “oppression of believers”’, JihadWatch, 1 September 2011,  on 09/09/11

negative: The scheme does not prevent forgery or identity theft  The entire premise of national security and crime prevention falls when biometric identity cards are in fact incredibly easy to falsify. Microchips have already been forged in a matter of minutes in an experiment to determine their security [1] , and biometric information can be gained remotely by computer through ‘cracking’, ‘sniffing’ and ‘key-logging’ [2] . Moreover, common crimes which would not require any kind of identification to be committed – vehicle theft, burglary, criminal damage, common assault, mugging, rape and anti-social behaviour [3] – would not be combated at all by this measure. Given that hackers have managed to penetrate even the highest-security sites such as the CIA database [4] , there is not only a danger that individual cards would be hacked, but that the greater database of information could be hacked. There is no such thing as an impenetrable security system. We would be far better off using the money which would potentially be funnelled into identity cards to increase computer security and police presence.  [1] The Times. ‘ “Fakeproof” e-passport is cloned in minutes.’ Published on 06/08/2008. Accessed from  on 10/09/11.  [2] Accessed from  on 10/09/11  [3] Accessed from  on 10/09/11.  [4] The Telegraph. ‘CIA website hacked by Lulz Security’. Published on 16/06/2011. Accessed from  on 10/09/11

negative: africa global house believes former colonial powers should pay reparations Reparations would effectively right the economic imbalance caused by colonialism.  Given that much of the motive for colonisation was economic, many former colonies have suffered damage to their natural resources [1] or human resources, [2] which has left them less able to sustain a healthy economy. Colonists targeted countries with rich natural resources and little ability to defend themselves from invasion and manipulation. By this method, they could supply their own markets with the natural resources which they had already exploited at home [3] , and find cheap (or free) human labour for their markets [4] . Given that powerful countries such as Britain [5] and France [6] gained their own economic prosperity through the exploitation of the economic potential of the colonies, it is entirely appropriate and logical that they should pay reparations as compensation. In this way, the economic disparity between former colonies and colonists would be equalised.  [1] Accessed from  on12/09/11  [2] Accessed from  on 12/09/11  [3] Accessed from  12/09/11  [4] Accessed from  on 12/09/11  [5] Accessed from  on 12/09/11  [6] ‘The Haitian Revolution and its Effects’. Patrick E. Bryan. Accessed from  on 12/09/11.

negative: health general weight house would ban junk food schools Schools need to practice what they preach  Under the pressure of increasing media coverage and civil society initiatives, schools are being called upon to “take up arms” against childhood obesity, both by introducing more nutritional and physical education classes, as well as transforming the meals they are offering in their cafeterias. [1]  Never before has school been so central to a child’s personal and social education. According to a study conducted by the University of Michigan, American children and teenagers spend in school about 32.5 hours per week homework a week – 7.5 hours more, than 20 years ago [2] . School curricula now cover topics such as personal finance, sex and relationships and citizenship. A precedent for teaching pupils about living well and living responsibly has already been established. Some schools, under national health programs, have given out free milk and fruit to try and make sure that children get enough calcium and vitamins, in case they are not getting enough at home [3] .  While we are seeing various nutritional and health food curricula cropping up [4] , revamping the school lunch is proving to be a more challenging task. “Limited resources and budget cuts hamper schools from offering both healthful, good-tasting alternatives and physical education programs,“ says Sanchez-Vaznaugh, a San Francisco State University researcher. [5]  With expert groups such as the Obesity Society urging policy makers to take into account the complex nature of the obesity epidemic [6] , especially the interplay of biological and social factors that lead to individuals developing the disease, it has become time for governments to urge schools to put their education into practice and give students an environment that allows them to make the healthy choices they learn about in class.  [1] Stolberg, S. G., 'Michelle Obama Leads Campaign Against Obesity', New York Times, 9 February 2010,  , accessed 9/11/2011  [2] University of Michigan, 'U.S. children and teens spend more time on academics', 17 November 2004,  , accessed 09/08/2011  [3] Kent County Council, Nutritional Standards, published September 2007  , accessed 09/08/2011  [4] Veggiecation, 'The Veggiecation Program Announced as First Educational Partner of New York Coalition for Healthy School Food',18 May 2011,  , accessed 9/11/2011  [5] ScienceDaily, 'Eliminating Junk Foods at Schools May Help Prevent Childhood Obesity', 7 March 2010,  , accessed 9/11/2011  [6] Kushner, R. F., et al., 'SOLUTIONS: Eradicating America’s obesity epidemic', Washington Times, 16 August 2009,  , accessed 9/11/2011

negative: africa global house believes former colonial powers should pay reparations Such reparations would do little to actually improve the developing countries.  Reparations are an incredibly short-term economic measure. To have any substantial impact, long-term systems would need to be put in place to truly benefit such countries, and it would be far better to encourage sustainable growth [1] than a one-off bumper payment. Developed countries should look towards improving their long-term relationship with former colonies and establishing measures such as fairer trade rules or debt relief as an efficient measure. This would allow the aid to be focused in the places where these countries need it most.  The symbolism of reparations is also potentially dangerous. Firstly, paying reparations may bring the belief that former colonial powers have ‘paid their debt’ and no longer have to seek to improve their own conduct of foreign policy. Secondly, this measure would allow dictators such as Robert Mugabe to feel justified in their declarations that colonial powers are independently responsible for all the problems affecting their countries [2] [3] [4] . In this way, Mugabe tries to hide his own shortcomings and place blame entirely on the West, which has negative impacts on the potential for international relations. In the case of Italy’s reparations to Libya, this could be seen as strengthening the Gaddafi dictatorship at the expense of the Libyan people and the West, particularly as Gaddafi is prone to blaming the West [5] or indeed anybody else he can [6] .  [1] Accessed from  on 12/09/11  [2] Accessed from  on 12/09/11  [3] Accessed from  on 12/09/11  [4] Accessed from  on 12/09/11  [5] Accessed from  on 12/09/11  [6] Accessed from  on 12/09/11

negative: africa global house believes former colonial powers should pay reparations What happened during the colonial era was morally wrong.  The entire basis for colonisation was predicated on an innate ‘understanding’ and judgment of one superior culture and race [1] . This ethnocentric approach idolised western traditions while simultaneously undermining the traditions of the countries which were colonised. For example, during the colonisation of America, colonists imposed a Westernised school system on Native American children. This denied their right to wear traditional clothing [2] or to speak their native language [3] , and the children were often subject to physical and sexual abuse and forced labour [4] . The cause of this was simply ignorance of culture differences on behalf of the colonists, which was idyllically labelled and disguised as ‘The White Man’s Burden’ [5] . Colonial powers undermined the social and property rights [6] of the colonies, using military force to rule if civilians should rebel against colonisation in countries such as India [7] . After Indian fighters rebelled against British colonial force in the Indian Mutiny of 1857-58 [8] , the British struck back with terrible force, and forced the rebels to ‘lick up part of the blood’ from the floors of the houses [9] . The actions which occurred during colonisation are considered completely inappropriate and undesirable behaviour in a modern world, and in terms of indigenous rights to culture and to property, as well as human rights more generally. Reparations would be a meaningful act of apology for the wrongs which were committed during the past.  [1] Accessed from  on 11/09/11  [2] Accessed from  on 11/09/11  [3] Accessed from  on 11/09/11  [4] Accessed from  on 11/09/11  [5] Accessed from  on 11/09/11  [6] Accessed from  on 11/09/11  [7] Accessed from  on 11/09/11.  [8] Accessed from  on 11/09/11  [9] Accessed from  on 11/09/11

negative: africa global house believes former colonial powers should pay reparations There is already a precedent for paying reparations to such states.  In the past, dominating global powers have paid reparations and compensation for historical wrongs. For example, Germany pays an annual amount of money to Israel to recognise wrongs committed against Jews during the Holocaust, and to recognise the theft of Jewish property at this time [1] . These reparations have helped Israeli infrastructure enormously, providing ‘railways and telephones, dock installations and irrigation plants, whole areas of industry and agriculture’ [2] and contributing to Israeli economic security. Japan also paid reparations to Korea after World War II as the Koreans were ‘deprived of their nation and their identity’ [4] . Britain has paid compensation to the New Zealand Maoris for the damage done during colonial times and the seizure of their land [5] , and Iraq pays compensation to Kuwait for damage done during the invasion and occupation of 1990-91 [6] . There is little reason why other nations should not be paid for the grievances caused to them by domination countries. There is support for the notion that colonial powers should pay for free universal education in Africa [7] ; this would be an entirely appropriate and desirable measure.  [1] 'Holocaust Restitution: German Reparations', Jewish Virtual Library, accessed 16/1/2014,   [2] 'Holocaust Restitution: German Reparations', Jewish Virtual Library, accessed 16/1/2014,   [4] Accessed from  on 12/09/11  [5] Accessed from  on 12/09/11  [6] Accessed from  on 12/09/11  [7] Accessed from  on 12/09/11

negative: africa global house believes former colonial powers should pay reparations Reparations would be a step towards closing colonial scars.  It is difficult for former colonies to feel as if they can move on and develop a wholly independent identity when their ties to the past, and to their former colonisers, have not been definitively ended. For example, while it is important to remember those who suffered under slavery, the overwhelming memory of it [1] overpowers the history of those countries and innately links them back to former colonial powers. Furthermore, many of the problems now faced by former colonies can be traced back to the actions of colonial-era masters, for example the birth of ethnic tensions between minorities in Rwanda [2] and Burundi [3] . In order to move on from that damaging legacy, and to conclusively prove that such prejudices are always wrong, it is necessary for former colonial powers to show a tangible move towards closing that colonial chapter of their history. In this way they can begin to move towards a fresh, equal and co-operative relationship with the developing countries which were their former colonies, without the background of history which currently warps such relationships. Italy’s payment of reparations to Libya [4] allowed Libya to ‘mend fences with the West’ [5] and to improve international relationships. This is a step to recognise developing countries as a nation, rather than an economic opportunity. In this way, reparations would be an effective way of demonstrating a global community and spirit.  [1] Accessed from  on 12/09/11  [2] Accessed from  on 12/09/11  [3] Accessed from  on 12/09/11.  [4] Time. ‘Italy Pays Reparations to Libya’. Published 02/09/2008. Accessed from  on 12/09/11.  [5] Accessed from  on 12/09/11

negative: Identity cards improve public safety  Identity cards could prove a key instrument to combat crime, terrorism and fraud. Given that terrorists have used fake passports to cross borders in the past [1] , a sophisticated identity card, possibly containing specific biometric information which cannot be easily faked, could be crucial in preventing terrorist acts in the future. In cases where the police were suspicious, they could rapidly check the identities of many people near a crime scene, which would make their investigation much swifter and more effective. The CBI also believes that ‘the creation of a single source of identity data’ [2] in the form of biometric identity cards would also decrease identity fraud. Given that identity fraud currently costs the UK £2.7 billion per year [3] , Canada over 10 million Canadian dollars per year [4] , and in America identity fraud relating to credit cards alone costs around $8.6 billion per year [5] , this is obviously a serious problem under the status quo. These crimes would be much more difficult if biometric data was required for financial transactions and other activities such as leaving or entering a country; identity cards are the best way forwards. The value of ID cards in combating terrorism and crime is much reduced if not everyone has them as the guilty would be less likely to want to get such cards unless they could somehow fake them.  [1] Accessed from  on 10/09/11  [2] Accessed from  on 10/09/11  [3] Accessed from  on 10/09/11  [4] Accessed from  on 10/09/11  [5] Accessed from  on 10/09/11

negative: computers phones internet society youth digital freedoms privacy house would join Facebook is bad for life satisfaction  Every single day, there are millions of users sharing photographs, messages and comments across Facebook. Unfortunately, this type of “online socialization” that Facebook has initiated is nothing but detrimental to the teenagers, the most frequent users of the platform. The emotion which is most common when staying online is envy. “Endlessly comparing themselves with peers who have doctored their photographs, amplified their achievements and plagiarised their bons mots can leave Facebook’s users more than a little green-eyed.”(1)  Not only do they get envious, but they also lose their self esteem. As a result, they have the tendency to be isolated and find it harder to socialize and make new friends due to the bad impression they have for themselves. In a poll, 53 per cent of the respondents said the launch of social networking sites had changed their behaviour - and of those, 51 per cent said the impact had been negative.(2 ) One study also backs this statistics up by finding that the more the participants used the site, the more their life satisfaction levels declined.(3)  In conclusion, daily use of social networks has a negative effect on the health of all children and teenagers by making them more prone to anxiety, depression, and other psychological disorders.(4)  (1) “Facebook is bad for you”, The Economist, Aug 17th 2013   (2) Laura Donnelly “Facebook and Twitter feed anxiety, study finds” The Telegraph, 08 Jul 2012   (3) “Facebook use 'makes people feel worse about themselves' “, BBC News, 15 August 2013   (4) Larry Rose ”Social Networking’s Good and Bad Impacts on Kids“ American Psychological Association August 6, 2011

negative: africa global house believes former colonial powers should pay reparations These reparations have done little to satisfy the recipient countries. For example, Israel asked Germany to improve the reparations agreement [1] , which resulted in Germany withdrawing reparations entirely [2] and only served to increase tensions between the two nations. Furthermore, Israel has become reliant on German reparation money [3] , suggesting that reparations do not in fact allow the recipient country to develop their whole national identity without ties to former dominating countries. Moreover, despite the payment of reparations from Italy to Libya, Libya still believes that it was ‘insufficient compensation for colonial damages’ [4] . Just because reparations have been made in the past does not, by any means, show that they were successful or indeed that they are the best option available in the present day.  [1] Accessed from  on 12/09/11.  [2] Accessed from  on 12/09/11  [3] Accessed from  on 12/09/11  [4] Accessed from  on 12/09/11

negative: No organisation can succeed in being completely neutral and unbiased as is shown by the number of complaints the BBC, which is obliged to be impartial in political matters, [1] gets about bias on issues ranging from politics, [2] [3] to Israel, [4] [5] to climate change. [6] Similarly Wikipedia can be criticised for its inbuilt bias, intolerant of dissenting views. Even Wikipedians themselves acknowledge that its topic coverage is slanted. [7] Religious conservatives object to the secular liberal approach its editors consistently take and have found that their attempts to add balance to entries are swiftly rejected. This bias even extends to the censorship of facts which raise questions about the theory of evolution. Some conservatives are so worried about the widespread use of Wikipedia to promote a liberal agenda in education that they have set up Conservapedia as a rival source of information. [8]  [1] BBC. (2012). BBC Charter and Agreement. Retrieved May 16 2012, from the BBC.  [2] Helm, Toby. (2011, December 31). Labour turns on BBC over ‘pro-coalition coverage’. Retrieved May 16, 2012, from The Observer.  [3] Johnson, Boris. (2012, May 14). The statist, defeatist and biased BBC is on the wrong wavelength. Retrieved May 16, 2012 from The Telegraph.  [4] PNN. (2012, May 16), Protest Outside the BBC: End Your Silence on Palestine. Retrieved May 16, 2012 from Palestine News Network.  [5] Paul, Jonny. (2010, April 28). Watchdog: BBC biased against Israel. Retrieved May 16, 2012, from The Jerusalem Post.  [6] Black, Richard. (2009, October 13). Biases, U-turns, and the BBC’s climate coverage. Retrieved May 16, 2012, from the BBC.  [7] Why Wikipedia is not so great. Retrieved November 14, 2004, from Wikipedia.  [8] Jane, E. (2011, January 11). A parallel online universe. Retrieved May 11, 2011, from The Australian

negative: africa global house believes former colonial powers should pay reparations Taxpayers already fund the foreign aid which is distributed habitually [1] [2] ; they are not to blame for a famine in Somalia, for example, but they continue to pay for it [3] . There is frequently a disconnection between the people who pay for aid and the people who receive it. However, we recognise that the need is great enough in such countries to make it not only legitimate, but a moral duty. Most citizens of former colonial powers can recognise that some of the acts committed during colonial times was wrong and deserves repairing. Given that this is a productive means of doing so, and already has the precedent of foreign aid more generally, it is entirely appropriate.  [1] The Daily Mail. ‘Foreign aid budget to cost every family £500’. Published 22/10/2010. Accessed from  on 12/09/11  [2] Accessed from  on 12/09/11  [3] BBC. ‘Somalia famine: UK insists aid is “getting through”’. Published 18/08/2011. Accessed from  on 12/09/11

negative: Many countries – including America [1] and Britain [2] - already use biometric chips in passports to reinforce proof of identity when crossing national borders. If this data does not work in this case, especially since security has increased hugely since 9/11 [3] , there is no evidence to support the idea that it would suddenly be improved if this chip was in an identity card instead of an official national passport. Moreover, the biometric information on these cards has already been proved faulty. Experts have demonstrated that they could copy the biometric information provided on identity cards ‘in minutes’ [4] . Identity cards are unnecessary and will not help to prevent the crimes mentioned.  [1] The Economist. ‘Have chip, will travel.’ Published 17/07/2009. Accessed from  on 10/09/11  [2] Accessed from  on 10/09/11  [3] Accesssed from  on 10/09/11  [4] The Times. ‘ “Fakeproof” e-passport is cloned in minutes.’ Published 06/08/2008. Accessed from  on 10/09/11.

negative: Identity cards can assist in the efficient monitoring of immigration  Illegal immigration is an enormous problem in Western nations. The UK estimates that there are more that one million illegal immigrants living in Britain [1] , likely around 2.2 million [2] . For America, this number could be as high as 11 million [3] . Identity cards would mean that, even if illegal immigrants did succeed in crossing the border, they would most likely be found out because they could not pass routine security checks required on an everyday basis because they would not have been issued an identity card. Given that illegal immigration is frequently linked to international crime such as trafficking [4] , this is clearly a problem which we need to address in a new way.  [1] The Times. ‘UK home to 1m illegal immigrants.’ Published 25/04/2010. Accessed from  on 10/09/11.  [2] The Times. ‘UK home to 1m illegal immigrants.’ Published 25/04/2010. Accessed from  on 10/09/11.  [3] The New York Times. ‘Number of illegal immigrants in US fell, study says.’ Published 01/09/2010. Accessed from  on 10/09/11.  [4] Accessed from  on 10/09/11.

negative: africa global house believes former colonial powers should pay reparations Reparations demonstrate a true concern for the developing world.  Even alongside the colonial justifications for providing reparations, there are also many other strong reasons why former colonial powers should grant reparations. Former colonial powers tend to be economically developed, like America, Britain and France. The developed world should recognise the dire poverty and social challenges fed by the developing world today. Giving aid as an act of charity can sometimes be seen as derogatory [1] , and is even rejected by the potential recipients [2] [3] [4] . However, reparations allows a transfer of wealth between these countries in a way which is sensitive to the history between them, and which also demonstrates a desire to improve their relationship. It allows aid to be given to the developing world in a means which is dignified but not spurious.  [1] Accessed from  on 12/09/11  [2] Accessed from  on 12/09/11  [3] Accessed from  on 12/09/11  [4] Accessed from  on 12/09/11

negative: Monitoring allows parents to correct children who are wasting their time.  Parents also need to monitor their children to ensure that they are properly using the time they have with the computer and the mobile phone. According to the Kaiser Family Foundation 40% of 8- to 18-year olds spend 54 minutes a day on social media sites.[1] and that “when alerted to a new social networking site activity, like a new tweet or Facebook message, users take 20 to 25 minutes on average to return to the original task” resulting to 20% lower grades. [2] Thus, parents must constantly monitor the digital activities of their children and see whether they have been maximizing the technology at their disposal in terms of researching for their homework, connecting with good friends and relatives, and many more.  [1] Foehr, Ulla G., Rideout, Victoria J., and Roberts, Donald F., “Generation M2 Media in the Lives of 8- to 18-Year-Olds”, The Kaiser Family Foundation, January 2010, p.21  [2] Gasser, Urs, and Palfrey, John, “Mastering Multitasking”, Association for Supervision and Curriculum Development, March 2009, p.17

negative: africa global house believes former colonial powers should pay reparations Most of the Western world is currently undergoing a financial crisis [1] . However prosperous these former colonies might have been, in the modern world they simply do not have the money to provide reparations to these countries on any scale which might come close to closing the economic gap between them. America’s enormous debt almost caused a complete economic collapse in August [2] ; Britain was struggling under £2252.9 billion of debt as on July 2011 [3] . The proposition’s naive balancing argument fails to take into account the realities of the economy and debt in raising this motion – it would be impossible to achieve.  [1] The Telegraph. ‘Double-dip fears across West as confidence crumbles’. Published on 30/09/2011. Accessed from  on 12/09/11  [2] BBC. ‘IMF calls for US to raise debt ceiling and cut spending’. Published 25/07/2011. Accessed at  on 12/09/11  [3] Accessed from  on 12/09/11

negative: africa global house believes former colonial powers should pay reparations There is a fundamental difference here between colonisation and the modern day; whereas colonial powers were formerly damaging infrastructure [1] and natural resources [2] , in the modern day under reparations they would be helping to preserve such resources and finance the development of a sound infrastructure. Nor would the former colonial powers be exerting military strength [3] [4] [5] . There is an obvious difference between the relations of a colonial power and its colony, and a developed nation offering reparations to a less developed nation. One notable change is that the flow of money has changed direction – instead of exploiting the economic potential of the colony, the developed country is actually giving money to the former colony. This opposition point simply does not stand  [1] Accessed from  on 12/09/11  [2] Accessed from  on 12/09/11  [3] Accessed from  on 12/09/11  [4] Accessed from  on 12/09/11  [5] Accessed from  on 12/09/11

negative: Monitoring prevents cyberbullying.  Social approval is especially craved by teens because they are beginning to shift focus from family to peers. [1] Unfortunately, some teens may resort to cyberbullying others in order to gain erroneous respect from others and eliminate competitors in order to establish superficial friendships. Over the last few years a number of cyberbullying cases have caused the tragic suicides of Tyler Clementi (2010), Megan Meier who was bullied online by a non-existent Josh Evans whom she had feelings for (2006), and Ryan Halligan (2003) among others. [2] Responsible parents need to be one step ahead because at these relevant stages, cognitive abilities are advancing, but morals are lagging behind, meaning children are morally unequipped in making informed decisions in cyberspace. [1] One important way to make this guidance more effective would be if parents chose to monitor their children’s digital behavior by acquiring their passwords and paying close attention to their social network activity such as Facebook and chat rooms, even if it means skimming through their private messages. Applying the categorical imperative, if monitoring becomes universal, then cyberbullying will no longer be a problem in the cyberspace as the perpetrators would be quickly caught and disciplined.  [1] Bauman, Sheri. Cyberbullying: a Virtual Menace. University of Arizona, 2007. Web. May 2013.  [2] Littler, Chris. “8 Infamous Cases of Cyber-Bullying.” The Sixth Wall. Koldcast Entertainment Media. 7 Feb 2011. Web. May 2013 .

negative: africa global house believes former colonial powers should pay reparations Time has removed the opportunity to truly make reparations to those who may have deserved it.  Reparations are used to make ‘amends for wrong or injury done’ [1] ; it is impossible to truly achieve this when the victims of wrongdoing are long since dead. Moreover, reparations which may have been made immediately after colonisation could have had a specific purpose – for example, to rebuild property which was destroyed, or to restore items which were wrongfully taken. However, the development of both countries has led to a very different state of affairs in both, and there may no longer be an obvious end for the money from reparations. There is also no precedent for giving reparations to countries after so long a period of time. For example, Germany began paying reparations to Israel in 1952 [2] , only 7 years after World War II ended in 1945. Time also makes it very difficult to judge who the ‘victims’ are now. The descendants of original victims may well be independently wealthy now – would it be right to financially cripple of Western country and their people, already suffering from economic depression, to pay people who may not need it now? In any case, it would take a very long to even work out how we could pay reparations, let alone whether we should.  [1] Accessed from  on 12/09/11  [2] Accessed from  on 12/09/11

negative: Governments already have the majority of this information through passport applications [1] , social security numbers [2] and so on, without enormous objections by the public. Moreover, many have called for increased security since the rise of terrorist attacks [3] and comply with increased security at places like airports. This isn’t pre-emptively condemning people for criminal activity; it is, like all other security checks, a routine check to enhance the safety of the general population. There is not reason not to identify with that as a common aim.  [1] Accessed from  on 10/09/11  [2] Accessed from  on 10/09/11.  [3] Accessed from  on 10/09/11.

negative: Identity cards confer advantages on their users  The average person is faced with numerous requisitions for identification every day, whether trying to access their own bank account, prove their age or prove their address. The identity card could easily incorporate all of this information to become one convenient for of identification and save the user the hassle of carrying so many documents around with them. Given that ‘the average person now has to remember five passwords, five PIN numbers, two number plates, three security ID numbers and three bank account numbers just to get through everyday life’ [1] , there is evidently a need for a single, concise form of identification. Moreover, it would help them to identify the people they have to interact with. There have been numerous cases of criminals posing as company officials such as gas workers in order to gain access to somebody’s home and steal from them [2] [3] . These identity cards would particularly help vulnerable citizens who are the most at risk of this kind of injustice. For this reason these cards should be compulsory, they would not be much use as identification if not everyone had one that could be checked by anybody.  [1] Accessed from  on 10/09/11  [2] Accessed from  on 10/09/11  [3] Accessed from  on 10/09/11

negative: Factionalism is too strong  Since the 1970s, Arab state governments have become especially corrupt and oppressive, and have failed to provide essential social services on a consistent basis. Over the past forty years, people in the region have had to become increasingly reliant on informal networks and institutions in order to ensure personal and familial security and livlihood. This has degraded hopes of a relationship of trust between the state and people, causing people to committ themselves to differing factions, gangs, tribes, and parties in order to sustain themselves. It is apparent that the resulting factionalism may stand as a barrier to democracy, as parties hold fast to ideological committments and interest groups instead of political compromise and power-sharing.  This is especially rampant in post-conflict states, as is the case in Iraq. The current Iraqi government took 249 days to form. [1] The conditions for creating a stable government in Iraq seem to be based more on appeasing all the relevant groups than creating a working government. Lebanon, perhaps the most democratic Arab country also has its problems, the national unity government collapsed this month after 11 ministers from Hezbollah and its allies resigned. [2] , [3] The third example of an emerging democracy is of course Palestine. President Mahmoud Abbas, elected in 2005, continues in office despite his term having expired in January 2009. He extended his term, which opponents say breached the Palestinian Basic Law. [4] In 2007 clashes broke out between Fatah and Hamas, the two most prominent political parties, as a result of over a year of attempted political sabotage after Hamas won the election and Fatah refused to form a coalition in order to govern. These examples show that in environments where there are high levels of violence and conflict, factionalism takes hold over democratic governance. When law and order become difficult to establish under normal means, these regimes tend to seek security through autocracy and de-facto martial law, as has been happening under Maliki in Iraq or under Hamas and Fatah in the Occupied Territories.  Libya may face this same challenge after its July 2012 election, as tensions remain high after the country was divided between Qaddafi loyalists and the patchwork rebel network. Egypt also faces the risk of the military seizing power from the civilian government, as SCAF has already given itself additional powers and intends to create a shadow council that would allow it to veto parliamentary decisions.  [1] Ranj Alaaldin, The Iraqi government’s patchwork alliance may struggle to survive, guardian.co.uk, 24th December 2010,  accessed 19/05/11  [2] Hezbollah and allies topple Lebanese unity government, BBC News 12th January 2011,  accessed 19/05/11  [3] Lebanon is the most democratic Arab country, ranks 86th Globally, iloubnan.info, 25th December 2010,  accessed 19/05/11  [4] Khaled Abu Toameh, Hamas challenges Abbas term extension, The Jerusalem Post, 29th September 2008,  Accessed 19/05/11

negative: africa global house believes former colonial powers should pay reparations This is a very one-sided assertion of past events. It was not only the colonists who acted in an unacceptable manner; for example, during the Indian Mutiny, a party of sepoys ‘execute[d] the 210 women and children’ with guns and knives [1] . Some, though horribly wounded, remained alive until morning [2] . History is very complex; while there were certainly atrocious events, it is unfair and untrue to apportion blame to only one party – namely, the colonists. In any case, in the face of such atrocities, it is completely superficial to imagine that mere money could wipe the slate clean. Reparations are used to correct a past wrong [3] ; it would be derogatory to assume that we can pay people off for acts such as these, and that they require no more hindsight or consideration.  [1] Accessed from  on 11/09/11  [2] Accessed from  on 11/09/11  [3] Accessed from  on 11/09/11

negative: People have enough means to protect their careers  Whistleblowers shouldn’t be protected by internet anonymity, but by legal measures, making it illegal to fire people for whistleblowing, and by building a corporate culture that actually ‘prevents whistleblowing by encouraging it’. [1]  In the case of job applications, social networking sites like Facebook might not be anonymous, but lack of anonymity isn’t equal to full publicity. This is why, after criticism, Facebook has increased the visibility and usability of its privacy controls, which means that users themselves have more control over who is allowed to view their pictures and who is allowed to read their newsfeed. [2] If an employer still discovers someone’s fraternity party pictures with just a simple google search, then really the ‘victims’ themselves should take part of the blame by deciding to publish these pictures for all to themselves.  Moreover, when employers take a peek at someone’s Facebook-profile, they might be looking for something different contrary to expectations: a lot of party pictures may be associated with the personality trait of extroversion, which many employers actually consider a good not a bad thing. [3]  [1] Lilanthi Ravishankar, ‘Encouraging Internal Whistleblowing in Organizations’, 2003. Published online for the Markkula Center for Applied Ethics, URL:   [2] The Guardian, ‘Facebook to improve privacy controls over public visibility’, December 12, 2012. URL:   [3] Forbes, ‘What employers are thinking when they look at your profile page’, June 3, 2012. URL:

negative: global house would create international treatyban cyber attacks It would never work  There are immense challenges to making a treaty seeking to prevent or curtail cyber-attacks work. Even on issues where there are clear security concerns it is unusual for the involved nations to be willing to get along and cooperate. This has proven to be the same with regards to the internet governance with Russia and China wanting greater state control while the US and Western Europe is opposed. [1] Even on issues where lives are being lost there is often no global agreement as can be seen by the deadlock in the UN security council over what to do about the civil war in Syria. [2]  Additionally there is the problem that working out who engaged in a cyber-attack is difficult. Such attacks are often routed through proxy computers to launch their attacks. If attacking a difficult target that may seek to strike back the attack will be through numerous proxies which will be in numerous countries to make tracking back difficult. [3] This means there can be misattribution of attacks creating confusion about which state needs to act domestically to prevent the cyber-attacks – or in the worst case resulting in a response aimed at the wrong country. For example South Korea has blamed its Northern neighbour for an attack on the website of the South Korean Presidency but the hacking is more likely to have been the work of someone in South Korea itself as a South Korean detailed his plans on Twitter before the attack. [4] If it is difficult to attribute who launched the attack then it would clearly be easy to get around any ban.  [1] Nebehay, Stephanie, ‘China, Russia seek greater control of Internet’, Reuters, 7 March 2013,   [2] Black, Ian, ‘UN may struggle to respond to reports of Syrian chemical attacks’, The Guardian, 21 August 2013,   [3] Greenemeier, Larry, ‘Seeking Address: Why Cyber Attacks Are So Difficult to Trace back to Hackers’, Scientific American, 11 June 2011,   [4] Koo, Soo-Kyung, ‘Cyber Security in South Korea: The Threat Within’, The Diplomat, 19 August 2013,

negative: Internet anonymity allows people to experiment and construct with new social identities  People can use the internet to experiment with and construct new identities. Think for example of people who don’t have a heteronormative lifestyle (where heterosexuality is considered the norm/default lifestyle): in their own communities they could be condemned, despised and even prosecuted, but because of internet anonymity, they can safely join an online community without fear of social repercussions. [1]  Or think of people who through certain life-experiences needed to invent a new identity, for example someone who was addicted to drugs but now has come clean and is ready to build a new life – with an ‘authentic’ profile, this person will continuously be confronted with his or her previous identity. [2]  One solution would then be to require social networking sites like Facebook to drop the ‘real-name requirement’, which is something that the regional German data protection agency ULD has been arguing for in court. [3]  [1] TechPresident, ‘In the Middle East, Marginalized LGBT Youth Find Supportive Communities Online’, September 6, 2012. URL:   [2] The Guardian, ‘Online identity: is authenticity or anonymity more important?’, URL:   [3] The Verge, ‘Facebook wins legal battle to force Europeans to use real names online’, February 15, 2013. URL:

negative: The scheme would cause inconvenience and public discontent  The more information which is incorporated into identity cards, the greater the problems if they are misplaced or stolen. You would be ‘required to report the theft at a police station’ [1] rather than being able to cancel by phone, because the only way to prove that you are the owner of the card would be to have your biological information – like your fingerprints - scanned [2] . Moreover, if your details were stolen online and used without your knowledge, the ‘illusion of security’ [3] surrounding the cards would make it very difficult to probe that it was not in fact you who was using the card. Jerry Fishenden of Microsoft also pointed out that ‘if core biometric details such as your fingerprints are compromised, it is not going to be possible to provide you with new ones’ [4] . It is also unreasonable to expect someone to carry this card on them at all times, particularly if police or other authorities are able to stop and search on demand. Overall, the introduction of biometric identity card would create enormous problems for the everyday user if the slightest thing went wrong.  [1] Accessed from  on 10/09/11  [2] Accessed from  on 10/09/11.  [3] Accessed from  on 10/09/11.  [4] Accessed from  on 10/09/11.

negative: Entries are too easily manipulated  Wikipedia entries are far too easily manipulated due to the ease at which they can be edited and the lack of official or authoritative oversight. Wikipedia is therefore subject to the worst qualities of humanity – as is shown by a number of scandals affecting the site. Entries can be deliberately vandalised for comic effect (as happens every April Fool’s Day), for commercial gain, or for more insidious purposes of libel or insult. Some of these deliberate errors are picked up and corrected quickly, but others exist on the site for long periods. Notoriously, respected journalist John Siegenthaler was libelled in an almost solely fictitious addition to an article that was was not detected for months. [1] Recently one very senior editor was exposed as a college drop-out, rather than the distinguished professor of theology he had claimed to be. [2] Such examples seem to confirm the doubts of Larry Sanger, the original project coordinator for Wikipedia. He has since left Wikipedia and written a number of warning articles about how open to abuse the online encyclopaedia is. [3] Without a more stringent, hierarchical editing process, such abuses can never be prevented, and the trustworthiness of Wikipedia’s information will always be questionable.  [1] Siegenthaler, J. (2005, November 29). A false Wikipedia 'biography'. Retrieved May 11, 2011, from USA Today  [2] Elsworth, C. (2007, March 7). Wikipedia professor is 24-year-old college dropout. Retrieved May 11, 2011, from The Telegraph  [3] Sanger, L. (2008, January 23). How the Internet Is Changing What We (Think We) Know. Retrieved May 11, 2011, from Larry Sanger Blog

negative: The internet allows political dissidents to communicate, organize, and grow a grassroots movement.  Another extremely important requirement for successful opposition movements advocating democratic reform is the ability to organize mass numbers of people. It is one thing if you hate your government, but don’t think anyone else does. It is entirely different if you can access the thoughts of thousands of others and realize that you are in fact not alone 1. Proportionally the number of people benefiting from repressive authoritative regimes is very small in comparison to the people who are suffering. Therefore, if the people who are hurt by the regimes realize the numbers that they have, it spells trouble for the governments. The internet has 2 billion users, and 950 million people have mobile broadband 2. Mobile phones with pay-as-you-go access plans are more available and affordable than ever before. Protesters do not need to own a computer: they can access social networking and news sites from their phones. The internet means that opposition groups don’t have to be organized under a particular leader, as there can now be many leaders and various causes that fit under the same umbrella and band together. These loose connections, as in Egypt, strengthen the movement 3. The internet also reduces the cost of organization, which can be the difference between success and failure 4. In the revolutions in Egypt and Tunisia which called for democracy, the internet was first used to create events on Facebook to increase the number of people aware of and attending protests 5. Then the videos, photographs, and twitter posts that became available on the internet increased the support for the movement as citizens became aware of the violence the government was subjecting the country to. The internet allows users to communicate, then organize demonstrations, and then grow the movement. All of these functions of the internet are essential factors of a grassroots push for democratic reforms.  1. Joyce, Digital Activism Decoded, 2010, pp. 101-118  2. Melanson, Donald, 'UN: worldwide internet users hit two billion, cellphone subscriptions top five billion', engadget, 28 January 2011  3. BBC, "Egypt's opposition pushes demands as protests continue", 2011  4. Joyce, Digital Activism Decoded: Digital Activism in Closed and Open Societies. 2010  5. Alexander, Anne (2011), "Internet Role in Egypt Protests", British Broadcasting Company,

negative: Russian and US economic interests conflict  Good economic relations are possible only as long as long as The USA believes that Russia is genuinely trying hard to bring its economy into line with the Western world. Both Putin and Medvedev have emphasised that the country’s economic interests will always determine Russian foreign policy. Most particularly foreign policy has been driven by oil and natural gas. This has involved a conflict with the United States over the construction of pipelines. The Baku-Tbilisi-Ceyhan (BTC) oil and the Baku-Tbilisi-Erzurum (BTE) gas pipelines are specifically built to diversify European energy supplies away from dependence on Russia but were only built due to unequivocal US support. [1] Building these pipelines is directly against Russian interests. Russian economic interests include, amongst other things, close trade links with autocratic regimes, particularly in the former USSR, and exporting weapons and nuclear technology to China and Iran. In the example of Iran Russian economic interests have meant that Russia has blocked US efforts to get sanctions. [2] An area of particular conflict with the US is the Russian building of an $800million nuclear reactor at Bushehr. Similarly Russia sold Iran $1.7 billion of arms between 2002 and 2005 including anti-aircraft systems so making any potential attack on Iranian nuclear facilities by the United States much more dangerous. [3] Thus, close economic cooperation between two states whose economies are driven by very different goals is improbable.  [1] ‘Pipeline politics? Russia and the EU’s battle for energy’, EurActive.com, 20/8/09,  accessed 6/5/11  [2] Tony Karon, ‘Iran Diplomacy: Why Russia and China Won’t Play Ball’, Time, 22/3/06,  accessed 6/5/11  [3] Mark N. Katz, ‘Russian-Iranian Relations: Functional Dysfunction’, Mideast Monitor, Vol. 4, No. 1, 2009,  accessed 6/5/11

negative: Making bullying a legal issues does not incentivise robust enforcement of anti bullying rules by schools  Schools are educational establishments that parents trust to protect and educate their children. Teachers and school administrators are those who should be keeping a watchful eye on the students in their care and intervene before harm comes to them. If bullying occurs at school, then that school has failed in its duties. In fact, in cases where suicides occurred, it has often later come to light that a bullying culture was widely tolerated at the school, and that school staff that knew about it did nothing to prevent it, with tragic results [1] . To prosecute the bullies would shift responsibility from the woeful failure of the adults around them, who should have known better and done more than the children in their care.  [1] Bazelon, Emily. “What Really Happened to Phoebe Prince? Entry 1”. Slate. July 20. 2010.


query: The scientific community as a whole overwhelmingly rejects Creationism.  95% of all scientists accept evolution, and only a fraction of those that do not accept Creationism. [1] The numbers are even smaller among biologists, the people most qualified to discuss the relative merits of Creationism and evolution, as the study of life and biological processes are their specialty. There is, in fact, greater consensus in biology than in virtually any other discipline. Evolution is often called one of the most thoroughly proven theories, more so even than such things as the observable laws of physics, which break down at the subatomic level. Evolution is a constant, which is why it has survived as a theory for 150 years. [2] The scientific community always fights any effort to institute Creationism in schools through the political process. [3] This is why, when court cases are brought on the issue of teaching Creationism, the panel of scientists is always on the side of evolution. Only a few discredited cranks support Creationism, and they invariably break down under cross-examination when they can offer no positive evidence for their claims. Furthermore, many scientists have religious faith and accept evolution. They simply see no reason to reject observable reality just to serve faith [4] . Creationists try to portray evolution as contrary to religion, which forms one of the main planks of their political campaigns against it, but such claims are fallacious. Science and faith can be compatible, so long as people are willing to accept observable reality as well as belief. The scientific community rejects creationism because it is not true and is not science.  [1] Robinson, B. 1995. “Public Beliefs About Education and Creation”.  [2] Lenski, Richard. 2011. “Evolution: Fact and Theory”. Action Bioscience.  [3] Irons, Peter. 2007. “Disaster in Dover: The Trials (and Tribulations) of Intelligent Design”. University of Montana Law Review 68(1).  [4] Gould, Stephen. 2002. Rocks of Ages: Science and Religion in the Fullness of Life. New York: Ballantine Books.

positive: primary secondary teaching religion god science evolution house would teach The scientific community was once convinced the world was flat. It was also once sure that women's brains were smaller than those of men. The scientific community "knows" lots of things only to be proved wrong. The scientific elitist establishment is built on the theory of evolution; many prominent academics' careers were made affirming it. Many people have a lot to lose if science changes and evolution is overturned as the prevailing paradigm in biology. That is why there is such resistance to the evidence piling up that contradicts evolution and affirms Creationism. The unwillingness of the scientific community to hear Creationists out in the scientific forums, where the old guard predominate and have all the power, is what has led them to pursue their objectives in the courts and through politics. The only reason Creationism is not accepted in the mainstream is because scientists fear the loss to themselves. Education is most effective when our children are exposed to the entirety of issues, not just parts. To contextualize and offer completeness to their scientific education, they should hear both sides.

negative: primary secondary teaching religion god science evolution house would teach There is no empirical evidence supporting Creationism, whereas all evidence supports abiogenesis and evolution.  Creationists have never once offered a positive evidence for their claims. When challenged, they respond with vitriolic, and often deliberately false, criticisms of evolution and abiogenesis. They behave as if delegitimizing an alternative theory necessarily gives credence to their own. Unfortunately for Creationism, that is not how science works. Positive claims require positive evidence. Even if the Creationists were able to provide evidence that actually refutes evolution it would do nothing to support a theory that intelligent agency is behind the existence and development of life. For Creationism to be true, there would need to be demonstration of living organisms that are unambiguously designed, and not the product of evolution by means of mutation and natural selection. Proponents of Creationism have consistently failed to do so. When they point to things they claim to be irreducibly complex they are invariably forced to back off as soon as scientists appear on the scene to test their claims. [1] The truth is there are no examples of organisms that could not have evolved. Abiogensis and evolution, on the other hand are thoroughly proven by observation and data. [2] In the case of abiogenesis, self-assembling molecules have been observed that are akin to the first proto-life, and hopes have never been higher that they will be able to observe the development under laboratory conditions of fully-formed new life. Evolution likewise is extensively demonstrated. Speciation, phylogenetic mapping, a more and more complete fossil record, structural atavisms, junk DNA, and embryology provide just some of the proofs of evolution. [3] All of these disciples are in agreement with evolution. In fact, only in light of evolution does anything in biology make any sense at all. Clearly, Creationism has no basis in science and thus no place in the classroom.  [1] Miller, Kenneth. 2004. “The Flagellum Unspun: The Collapse of ‘Irreducible Complexity’” in Ruse, Michael and William Dembski (ed.). Debating Design: From Darwin to DNA. Cambridge: Cambridge University Press.  [2] Lenski, Richard. 2011. “Evolution: Fact and Theory”. Action Bioscience.  [3] Colby, Chris. 1997. “Evidence for Evolution: An Eclectic Survey”. TalkOrigins Archive.

negative: primary secondary teaching religion god science evolution house would teach Creationism is a religious, not a scientific, explanation of reality.  Creationism is, by definition, not science. It is not based in any empirical evidence. Rather, Creationists start with a presupposed answer and work back from it. They assume there is a designer, so they look for holes in evolutionary theory and claim only a designer can explain the gaps. When new evidence arises that gives a natural explanation of the phenomenon in question, the Creationists backpedal and start looking for new holes. No amount of evidence could convince a Creationist because his belief is not based on evidence, but rather on a usually religion-driven opposition to evolution on a political and belief level. A science proves itself through experimentation and submitting research for peer review. Creationism fears scrutiny by real scientists. Instead supporters of creationism attempt to further its agenda through politics and courts, where science is not the main goal, but popularity and where expertise is not in science but in law (Dawkins, 2006). Creationism couches itself in the language of science and does its best to look respectable in the eyes of the public. For example, in rebranding as Intelligent Design, Creationists sought to appear less overtly religious. These attempts show the illegitimacy of Creationism. The pseudoscience of Creationism must, for the sake of education, be kept out of the classroom.

negative: primary secondary teaching religion god science evolution house would teach Communities should have a say in what is taught in schools, and many communities want to teach creationism.  Society is made up of communities with their own views on politics, religion, education, etc. School boards should be able to set curriculum based on the desires of the public, not just on what the scientific elites command to be taught. Children deserve to hear that their beliefs and those of their community are respected in the classroom. This is why Creationism, a belief held to varying extents in many countries, should be taught in the classroom. This is particularly true in the United States, where in several states the majority of people does not accept evolution, but have instead adopted Creationism, considering the evidence for the latter to be more convincing. [1] In a poll in 2009 a majority (57%) said that creationism should be taught in schools either without evolution or alongside it. [2] The teaching of Creationism should not be taught exclusively, but should share time with other prevailing theories, particularly those of evolution and abiogenesis. Furthermore, evolution taught exclusively threatens religious belief, telling children they are no more than animals and lack the spark of grace given by God. It is important for social stability that schools are allowed to teach what communities believe to be true.  [1] Goodstein, Laurie. 2005. “Teaching of Creationism is Endorsed in New Survey”. New York Times.  [2] HarrisInteractive. 2009. “No Consensus, and Much Confusion, on Evolution and the Origin of Species.” BBC World News America/The Harris Poll, 18th February, 2009.

negative: primary secondary teaching religion god science evolution house would teach Schools should teach what is true. Evolution is one of the most robust theories in contemporary science; it is not the place of communities to propagate lies, even if they are more in keeping with their religious beliefs. Indoctrinating children and denying them access to real science, which happens even if Creationism and evolution are given "equal time", is to fundamentally compromise the value of education [1] . It is an inculcation of false belief to suit a communal goal of maintaining a set of beliefs that may not stand up to scientific scrutiny. The Creationists cannot win in the scientific arena because they are not scientists so they have decided to try to subvert the political system. Their goal is to undermine science and reason, and they must be stopped.  [1] Rooney, Brian and Melia Patria. 2008. “Because the Bible Tells Me So?”. ABC News.

negative: primary secondary teaching religion god science evolution house would teach Of course scientific opinion changes over time. It does so because the process of scientific enquiry requires the search for new data. Theories are not rigidly adhered to, but are rather accepted when there is evidence for them. When evidence mounts against a theory it is rejected. The examples cited show this very well. The idea that the world was flat was proposed as a theory without proof but by the end of the classical world Pliny was able to say "Every one agrees that it has the most perfect figure. We always speak of the ball of the earth, and we admit it to be a globe bounded by the poles." [1] as scholars had provided evidence of the earth being spherical. This process of change can harm some scientists' careers, but it can also make others. There is no monolithic scientific establishment setting policy, denying younger researchers from exploring new hypotheses and avenues of inquiry. It is clear from this that Creationism is not a science, because it does not change in light of new evidence, but rather dogmatically adheres to its claims in spite of evidence. Science adapts to new information. Creationism is stagnant and intellectual barren.  [1] Pliny the Elder, The Natural History, John Bostock ed., Taylor and Francis 1855.

negative: primary secondary teaching religion god science evolution house would teach Education should be about truth and facts, not dogma and faith.  Scientific enquiry is, at its core, a search for truth [1] . It is about shining light in dark places. Dogmatic adherence to beliefs in spite of evidence, and even trying to cover up facts that contradict those beliefs is academically dishonest and intellectually facile. Evolution is proven fact, a theory so sound that it is the cornerstone of all biology. Nothing in biology makes any sense unless considered in the context of evolution. Schools should teach this fact, not the pseudoscience of religious demagogues. It is a fundamental attack on children's rights to subject them to false information for the sake of upholding outdated and disproved beliefs. It is a right of all people to have a valuable education, because good education is required to be able to take part in the democratic process, to be able to make informed decisions. That right is compromised when the educational system gives them a worthless education in untruths, like Creationism, because informed decisions must be based on fact, and must be objective the way science is, rather than loaded with religious undertones, that skew ones view of the facts. The value of education is only as good as its applicability, either directly or through its fostering of critical thinking. So, when the political process is used to circumvent the curriculum set by teachers and experts, who actually know the subjects they are talking about, and replacing them with the curriculum set by a scientifically illiterate political body, the children suffer as the quality of their education decreases.  [1] Pauling, Linus. 1983. No More War! New York: Dodd Mead.

negative: primary secondary teaching religion god science evolution house would teach Evolutionists point to all kinds of evidence "proving" their case, yet they still fail to offer a practical demonstration of their theory that would prove that all life could have evolved from a common ancestor. That still requires a great deal of faith on the part of the scientists. As to positive proof for Creationism, there are many co-dependent species relationships, as well as irreducibly complex biological structures which evolutionists have consistently been at a loss to explain. Creationism offers the explanation evolution cannot.

negative: primary secondary teaching religion god science evolution house would teach Creationism is as valid a scientific theory as those of evolution and abiogenesis, and should therefore be given equal time in the classroom.  Creationism can be drawn as an entirely reasonable scientific hypothesis, and it forms a coherent theory of the origin and development of life that opposes the naturalist theories of abiogenesis and evolution. Abiogenesis describes the development of life from nonliving materials and evolution seeks to explain the development and diversity of life through a gradual process of mutation and natural selection, yet no one has ever demonstrated either process sufficiently in the laboratory. In the case of abiogenesis, all experiments to create an environment similar to the supposed prebiotic soup whence life first sprang have resulted in no new life forming. In the case of evolution, evolutionists consistently fail to show the development of new kinds of organisms [1] . While there is no doubt that some change occurs within species, such as the breeding of wolves into dogs, it appears to happen only within certain limited bounds. Certainly no experiment or study has shown evolution to be capable of explaining such huge diversity in the world of living things. Creationism, on the other hand, offers the explanation that abiogenesis and evolution cannot. The diversity of life and its origin are rationally explicable as the product of intelligent agency. This is not a statement of religious belief, but of scientific observation. Describing the nature of the designer, however, is another question all together, one that need not be answered in order to accept that there is such a designer.  [1] Wells, Jonathan. 2009. “Why Darwinism is False”. Discovery Institute.

negative: primary secondary teaching religion god science evolution house would teach Creationism is not science. It makes no predictions that can be tested in the laboratory or field. Adherents of Creationism do not accept it because of evidence, but rather they shape disparate facts to fit their beliefs. That is the opposite of scientific enquiry; Creationism begins with a conclusion and works backward. Furthermore, all evidence does indeed point to a natural origin of life and its diversity. Experiments are getting consistently closer to creating new life, and there are no evident bounds to evolution. The arguments of Creationism are based on gaps in knowledge; rather than trying to find real answers through scientific enquiry, they fill them with "the designer did it". Such answers are the refuge of the ignorant.

negative: Falsifiability  Evolutionary theory is open to change and is in principle falsifiable: if enough evidence was found, scientists would change their views. Scientists make their reputations by making new discoveries, so if evolution could be disproved, someone would have done it, but it is still standing after over 150 years of research since Darwin, showing how strong it is. [1]  Although Creationism is falsifiable scientifically, with plenty of evidence to disprove it, it is non-falsifiable on its own terms. Any scientific evidence against it can be explained away by Creationists by saying ‘God did it’ – for example, by claiming dinosaur fossils were put there to test people’s faith. Science is able to change in light of new evidence, unlike Creationism, which is a matter of dogma.  Even if evolutionary theory cannot yet explain every detail, this does not give any support to Creationism. If something cannot yet be explained by science, it does not mean that God did it; it means we need to investigate further to find a better scientific explanation. Creationism discourages scientific investigation and encourages blind faith.  [1] ‘Evolution Falsifiable’, Talk.Origins,  Accessed 2/6/2011

negative: Teaching creationism as well as evolution gives students freedom to choose  This bill that opens the door to creationism is really about changing the way that teaching is done to make it more critical and analytical. This is an improvement in scientific education as it will help ensure that science is about critical, constructive discourse rather than just imbibing ‘facts’. [1] This bill aims to “inform students about scientific evidence and to help students develop critical thinking skills necessary to becoming intelligent, productive, and scientifically informed citizens”. [2] How can students be critical and learn to analyse if there is only one theory available to them through which to look at and analyse those facts? That would not be education, it would be indoctrination. [3]  [1] Zimmer, Robin, ‘Critical Thinking, Analysis Foster Good Science’, The Tennessean, 11 March 2011,   [2] Dunn, ‘House Bill 368 An Act to amend Tennessee Code Annotated, Title 49, Chapter 6, Part 10, relative to teaching scientific subjects in elementary schools’’, State of Tennessee,   [3] ‘New Tennessee law: encouraging creationism or academic freedom’, Public Radio International, 23 April 2012,

negative: Theists and atheists alike use ‘methodological naturalism’ when doing science, because scientific method depends on understanding and explaining the natural world in natural terms. It does not assume that God does not exist. Many Christians do not believe that the evidence supports Creationism despite believing in God, and instead believe that God is the one who sustains and upholds the natural order as understood by science.  Uniformitarianism is a necessary assumption for understanding the world. If the laws of nature changed on a whim, so that science worked one way on Tuesday and another on Wednesday, we would not be able to make observations and predictions that worked. But all our observations indicate that the world does operate consistently. The success of science in providing accurate models and explanations of the world shows that its presuppositions are correct.  Science cannot prove or disprove the existence of God, since that is a metaphysical question outside the scope of science. But science can show that evolution explains the origins of life, and there is no need to invoke a God of the Gaps to explain it. The supernatural is outside the scope of scientific enquiry, and therefore a matter of faith.

negative: We cannot yet fully test evolution either; we can't recreate evolution in the lab. Creationism provides a valid critique and so should be taught alongside.

negative: It is unquestioningly taking the ‘consensus’ view on issues like evolution and climate change that is misleading children. Teaching only the one viewpoint misleads children into thinking that the issue is fact and settled so denying the ongoing controversies in each of these areas. [1]  [1] Zabarenko, Deborah, ‘Tennessee teacher law could boost creationism, climate denial’, Reuters, 13 April 2012,

negative: The bill does not exclude evolution just allows room for other theories  What this bill allows is for the facts to be taught and then seen through the lens of various theories. The bill requires that the schools within the state remain within the state science curriculum. It “protects the teaching of scientific information, and shall not be construed to promote any religious or non-religious doctrine”. [1] Evolution will therefore still have to be taught and won’t be replaced wholesale by any other theory. The result therefore is that this Tennessee law opens up academic enquiry and science rather than shutting it down as opponents claim.  [1] Dunn, ‘House Bill 368 An Act to amend Tennessee Code Annotated, Title 49, Chapter 6, Part 10, relative to teaching scientific subjects in elementary schools’’, State of Tennessee,

negative: Teaching just evolution does not prevent teacher encouraging students to analyse how well evolution fits with the facts the students have learned. Similarly there can still be critical discourse in the classroom; analysing a fossil to decide what kind of animal it was and what its various parts of its anatomy were for would be just as rewarding for students. Moreover analysing on a smaller scale would mean having all the available evidence whereas students could never be expected to study all the evidence on creationism and evolution.

negative: primary secondary teaching religion god science evolution house would teach Creationism is a legitimate scientific endeavor. Researchers struck by the apparent design in organisms look for evidence of that design. There is nothing pseudoscientific in that. There are many issues that evolution cannot explain, but which Creationism can (Behe 1996). Evolutionists can say the gaps in their theory will be filled over time, but that is not a scientific proposition either.

negative: Children should have the freedom not to be misled  Part of freedom of speech is the freedom to get accurate information. The students in school have this right not to be misled by their teachers [1] so teachers should have to concentrate on providing facts and evidence and what has been scientifically proven. Eugenie C. Scott of the National Center for Science Education argues “Telling students that evolution and climate change are scientifically controversial is miseducating them” because there is no controversy among scientists. [2] The law as it stands may attempt to sound balanced but preventing “discrimination for or against religion or non-religion” [3] opens the door to any theory seeking to explain the evidence no matter how flawed. This would be directly counter to the objective teaching the bill claims to promote. If there is to be objectivity schools must stick to the evidence and what it shows; evolution. The teachers may of course encourage the students to come up with their own interpretations of the evidence but should not be attempting to force their own views upon the students.  [1] Zabarenko, Deborah, ‘Tennessee teacher law could boost creationism, climate denial’, Reuters, 13 April 2012,   [2] Strauss, Valerie, ‘Tennessee back to the future with new anti-evolution law’, Post Local, 11 April 2012,   [3] Dunn, ‘House Bill 368 An Act to amend Tennessee Code Annotated, Title 49, Chapter 6, Part 10, relative to teaching scientific subjects in elementary schools’’, State of Tennessee,

negative: This is not a freedom of speech issue. Teachers are already free to express their own views during their own free time. When teaching in a school however they are limited by the demands of what is necessary to teach their pupils. Freedom of speech does not give teachers qualified in one subject the wherewithal to teach their class a different subject which is effectively what teaching creationism means. Creationism should remain in religion classes and evolution should remain in science classes. Teachers are employed by the state in order to teach children facts, not spread personal ideology. It is therefore best to seperate facts and ideas into seperate subjects.

negative: faith religion general house believes belief god irrational The God hypothesis is unnecessary  Science provides us with the tools to form a comprehensive view of the Universe which does not include a supernatural being. From Galileo to Darwin to the modern day, scientists have continually uncovered the true natural mechanisms behind the creation and evolution of the universe. There are no gaps left for God to act in [1] - science has revealed a closed natural order governed by natural laws. Brain science has shown that there is not a ‘soul’ but that all our mental states are simply caused by brain activity. There is, therefore, no reason to believe in life after death - one of the main tenets of religious belief.  [1] Bube, Richard H, ‘Man Come of Age: Bonhoeffer’s Response to the God-of-the-gaps’, Journal of the Evangelical Theological Society,  , p.207

negative: y epistemology religion church faith religion general god morality secularism Entirely natural theories can adequately explain the existence and development of the Universe and all it contains, making God irrelevant to the discussion of reality:  Physics and cosmology explain the development and evolution of the Universe and the bodies within it. Chemistry explains the interactions of substances and the origin of life. Biology explains the development of life’s complexity through the long process of evolution. God, or gods, is a superfluous entity in the discussion of existence; He is entirely unnecessary to human scientific understanding. [1] At best, believers can point to various missing links in science’s explanation, using God to fill the gaps. The God of the Gaps is a weak God whose domain grows smaller each day as science progresses. Furthermore, there is no evidence of the supernatural existing at all, if that is what God is meant to be. The burden of proof in a debate concerning the existence of something is on the individual making the positive claim. In a debate over the existence of God, it is up to the believer to provide evidence for that belief. [2] The rational position in the absence of evidence is atheism. It is not a positive claim about anything, but is merely the absence of belief in God, which makes sense in the light of there being no positive evidence of God’s existence. If believers claim God lives outside the Universe, or that He cannot be empirically identified due to His ethereal nature, then in truth they are saying nothing. Only the natural world exists insofar as humans can demonstrate. The supernatural is pure fantasy.  [1] Boyer, Pascal. 2001. Religion Explained: The Evolutionary Origins of Religious Thought. New York: Basic Books.  [2] Russell, Bertrand. 1952. “Is There a God?” Campaign for Philosophical Freedom. Available:

negative: In practice allowing room for other theories is a “permission slip for teachers to bring creationism, climate-change denial and other non-science into science classrooms”. The singling out of these subjects in the bill shows that it is not about impartiality and objectivity in science. [1] Instead it is promoting a kind of science denial allowing anyone with some quack theory to demand to be allowed to teach it regardless of the evidence.  [1] Thompson, Helen, ‘Tennessee ‘monkey bill’ becomes law’, nature, 11 April 2012,

negative: There is no fact-based evidence for this exclusion.  The overwhelming majority of scientific studies on this issue have convincingly shown that children raised by gay couples are certainly not worse off than those raised by straight parents1. Some studies have gone as far as to demand that in the face of this evidence, gay bans be ended2. Based on the robust nature of the evidence available, the courts in Florida were satisfied in 2010 that the issue is beyond dispute and they struck down the ban3. When there isn't any scientific evidence to support the differential treatment of one group, it is only based on prejudice and bigotry, which should have no place in a democratic society.  1 Carey, Benedict. "Experts Dispute Bush on Gay-Adoption Issue". New York Times. 29 January 2005. (accessed 2 August 2011).  2 Wikipeida. "LGBT adoption status around the world" .(accessed 2 August 2011).  3 Foster Care 1999 Statistics. Adoption.com .(accessed 2 August 2011).

negative: primary secondary teaching religion god science evolution house would teach There is no design in biology. People tend to anthropomorphize their environment, trying to assign human-like qualities to animals and nature. All of the complexity of life on Earth can be attributed to natural processes; life, diversity, and complexity are all the product of physical and chemical interactions and biological processes. There is no mystery in the basic process. Also, complexity is not at all indicative of design. In fact, evolution has been observed to occur from simple single-celled organisms into multi-cellular organisms under laboratory conditions. That degree of evolution completely refutes any claims about complexity requiring design. Furthermore, there are no irreducibly complex organisms. Every example offered by theists of irreducible complexity has been found inaccurate. The bacterial flagellum, for example, when several key components are removed loses its functionality as a motor, but becomes a form of secretory system that has a separate function. [1] Clearly, complexity is not indicative of a creator.  [1] Miller, Kenneth. 2004. “The Flagellum Unspun: The Collapse of ‘Irreducible Complexity’” in Ruse, Michael and William Dembski (ed.). Debating Design: From Darwin to DNA. Cambridge: Cambridge University Press.

negative: faith religion general house believes belief god irrational This is an inaccurate caricature of the relationship between science and religion. In fact most of the great scientists of history, such as Descartes, Newton and Einstein, have been religious believers, and the more we learn about the physical world (e.g. the fine balance between the fundamental forces of the universe, necessary for organic life to develop) the more it seems that it has been designed to produce human life by an intelligent God. The fact that there is a physical side to reality does not, in any case, mean that there cannot also be a spiritual dimension. Nor does the fact that the mind and brain are closely correlated mean that they are the same thing.

negative: Naturalistic assumptions  Evolutionary science rules out the possibility of God on principle, rather than on the basis of evidence. On an unbiased assessment, without the presupposition of naturalism, Creationism offers a better interpretation of the evidence. But most scientists refuse to allow the possibility of God creating the world, blinding them to the facts.  Secular science is committed to only looking for natural explanations (methodological naturalism), but this only makes sense if you already know that nothing supernatural exists (ontological naturalism). If God intervenes in the natural world, then this can be investigated empirically and scientifically.  Evolutionists assume that “the present is the key to the past”, otherwise known as uniformitarianism. They are attempting to reconstruct the past after the event from fragmentary evidence. But God was there in the beginning and so can tell us what actually happened. We should believe God’s revelation, not human speculation. [1]  [1] Jason Lisle, ‘Is the Present the Key to the Past?’, Answers in Genesis,  Accessed 1/6/2011

negative: Teachers should not have freedom to teach whatever they wish as fact  There is a difference between a demand for freedom to teach what you like and freedom of speech. Freedom of speech does not apply in the classroom; students are not allowed to stand up and discuss whatever issues they want and neither should the teacher. Both have to stick to a syllabus that ensures that the children are taught the basics of each subject so that the student can move on to more advanced instruction.  Ultimately for students to be able to exercise their right to freedom of speech they need to have a well-rounded education that provides a grounding of knowledge and how to analyse that knowledge. The student is then perfectly free to challenge this teaching and exercise their freedom of expression and explore many more ideas and dismiss evolution if they wish.  Essentially this bill is encouraging criticism of science at too early a stage, in elementary or even secondary school teachers are still teaching what science is, what it is for and how it works and it does not help to ‘muddy the waters’. [1]  [1] ‘New Tennessee law: encouraging creationism or academic freedom’, Public Radio International, 23 April 2012,

negative: y epistemology religion church faith religion general god morality secularism The complexity of the universe and of life cannot be explained by atheism:  Atheism suggests that the Universe came about by chance and the interaction of natural properties. Yet nature is marked by clear design that atheism cannot explain. The complexity of the human body, of planets, stars, and galaxies, and even of bacteria attests to the existence of creative agency. It is impossible that such things as interdependent species could come to exist without the guidance of a higher power. [1] Likewise, certain organisms can be shown to be irreducibly complex, meaning that if one were to remove any part of it, it could not function. This refutes the gradualist argument of evolution, since there is no selective pressure on the organism to change when it is functionless. For example, the bacterial flagellum, the “motor” that powers bacterial cells, loses all functionality if a single component is removed. [2] Besides design, the only explanation of its development is blind chance, which seems less sensible. Atheism cannot account for these facts and thus collapses into nonsense.  [1] Ratzsch, Del. 2009. "Teleological Arguments for God's Existence" The Stanford Encyclopaedia of Philosophy.   [2] Davis, Percival and Dean Kenyon. 1989. Of Pandas and People: The Central Question of Biological Origins. Richardson: Foundation for Thought and Ethics.

negative: Authority aversion is a good counterargument here. (see op argument 4)

negative: It is an interesting defence of a position to note that people only really turn to it when they are emotionally vulnerable and their mental faculties are at their weakest. It’s scarcely a clarion defence of the benefits or religious observance or practice.  It is no doubt true that when we need an explanation for the apparently inexplicable- the death of a child, say- there is more comfort to be found in the ministrations of a cleric than that of a statistician. However that in no way makes the cleric, or their creed, right.  The cold hard truth is that personal and national tragedies do have logical explanations, it just happens that we may not want to hear them at the time. However, any other credo which used other peoples emotional weaknesses to push their view of the world and the universe would be treated with contempt. For some reason, religion gets a pass.

negative: Historical facts can be established to a sufficient degree to be taught to schoolchildren  For most post-medieval periods, it is possible to establish such "facts" with a very high degree of probability. To take the Holocaust as an example, fears of the events being erased out of history books drove Dwight Eisenhower to travel to Germany to witness the aftermath first-hand. The future American President was driven by a desire to be able to 'testify at first hand about these things in case there ever grew up at home the belief that the stories of Nazi brutality were just propaganda'1. Furthermore, even if the historical facts are not as clearly evident as the Holocaust, and have to be simplified, this need not be "intellectually dangerous": it is impossible to prove that a real harm results from only knowing the academically dominant interpretation of a historical episode, even if it might be theoretically desirable to consider minority viewpoints too. Indeed, all school teaching involves simplification and generalization: much school science teaching entails discussion of how general rules (learned earlier during a pupil's school career) are not always applicable. 1 Chapel, Joseph. "Denying Genocide: The Evolution of the Denial of the Holocaust and the Nanking Massacre." University of California: Santa Barbara. May 2004. (accessed July 14, 2011).

negative: primary secondary teaching religion god science evolution house would teach Much of the complexity of life cannot be explained by evolution, but is perfectly explained by Creationism.  Nature is marked by clear design. The complexity of the human body, of ecosystems, and even of bacteria, attests to the existence of creative agency. It is impossible that such things as, for example, interdependent species could come to exist without the guidance of a designer. Likewise, certain organisms can be shown to be irreducibly complex, meaning that if one were to remove any part of it, it would lose all functionality. This refutes the gradualist argument of evolution, since there is no selective pressure on the organism to change when it is functionless. For example, the bacterial flagellum, the "motor" that powers bacterial cells, loses all functionality if a single component is removed. [1] Besides design, the only explanation of its development is blind chance, which is nonsensical. Creationism serves to explain the various mysteries of biology currently absent from the evolutionary biologists' picture of the world. The existence of complexity of the order found in the natural world is too great to envisage an origin other than complex design.  [1] Behe, Michael. 1996. Darwin’s Black Box. Glencoe: Free Press.