it's really funny teaching rhetoric to college freshmen because i explained ad hominem to them via example by arguing with a student over something silly (i kept insisting 25 minutes was a quarter of an hour, not 15) and then "insulted" her instead of addressing her argument (i said she doesn't have a college degree whereas i have two, so of course she'd be wrong - which the whole point is that it's a stupid insult but not something that's actually mean) but she got soooooo mad so even when i stopped the exercise and explained that she was indeed correct (15 minutes is a quarter of an hour). like she was still fuming. so i validated her feelings on that, complimented her, and even reminded the class that a college degree doesn't mean that a person is smart/right. and then i went on to explain that, yeah, dirty arguing techniques like that are meant to make you so unreasonably angry that you can't respond or that you lose your cool, so your opponent looks like they win by default. the student i was arguing with then just said that it seemed like professional ragebaiting and i was like. well yeah that's correct.
and then this kid, this one kid who is always very eager to answer questions and is always kind to his classmates, raised his hand looking a little bothered. now for context, i emphasize thinking for yourself in my classroom, even if that means disagreeing with something i say and he has echoed some stuff that his parents clearly have told him before. he's not a bad kid or an asshole, he's just an 18 year old with conservative parents who otherwise knows nothing about politics. but he just looks so bothered after i explain this about dirty arguing techniques. big frown on his face. looking unsure. when i nod at him to speak, he says, in a very quiet voice, "didn't -- didn't charlie kirk used to do that?"
and i was like. well yes. yes he was famous for stuff like this.
and then the kid looked down and was just like, "oh. i thought he was just really good at debating. i never watched his videos though, only clips. why would he do that?"
and that coincidentally lined up perfectly with the rest of the lesson, which was on propaganda
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