The academic contribution of the debate to students
The real challenge in debate is the ability to express an opinion and bring arguments about a very wide range of issues - from religion and the state, to allowing euthanasia or the death penalty, to joiningICC. To succeed in this, workshop students acquire effective rhetorical and logical tools, as well as develop interest and acquire knowledge in extensive fields.
Perhaps because of this, experience in the world shows that debaters achieve significant achievements in academia and politics (for example, 75% members of Congress were debaters, as well as the best Israeli explainers - Abba Ibn and Bibi Netanyahu). It is worth noting that debating greatly promotes women (who are often afraid to speak in front of an audience), and apparently, 50% of the women who served as heads of government in the world were debaters in the past. Another possible reason for the success of debaters in politics is that this activity requires the speaker to argue for or against a certain position, regardless of his personal position. This necessity encourages openness to different opinions and creates an advanced discussion culture, of the kind that is very much needed in Israel. To this end, the laws used in debate require respect for the opponent, which is expressed, among other things, in the prohibition of interrupting speeches, with the exception of the right to present 2 interludes. These intermediate readings strengthen the students' ability to think "on their feet" and react quickly.
It is worth noting that even students who do not actually participate in the debate, take part in the activity, since they are assigned the task of judging the debate and evaluating it. As a result, the judges develop the ability to analyze and evaluate speeches and arguments, as well as the ability to listen critically, and identify "rhetorical manipulations" and demagoguery. As part of participating in the workshop, each student will play both roles, in order to develop all types of skills.