Learning Through Advocacy: An Experimental Evaluation of an Adversary Instructional Model.

This paper reports on the results of an experimental evaluation of the Adversary Instructional Model (AIM). The AIM is a new instructional strategy for teaching social studies. The primary objective of the strategy is to improve students' ability to analyze critically propositions of public policy. In AIM students engage in formal classroom debates on issues of public policy relevant to the units they are studying. The secret of the strategy lies in proper organization and conduct of the debates. In AIM, the topic debated must be a proposition of policy, which asserts a condition, which should come into existence. Furthermore, the topic must be stated in impartial and unambiguous terms. This study was designed to provide preliminary data on the mutual relationships between critical thinking, economic understanding and attitude rigidity. The AIM provides repetitive experiences for the students in the aforementioned critical thinking processes, both as participants in the debates and as evaluators of other students' debates.