The two articles in this publication focus on ways of teaching argumentation and debate in the college setting. The first article examines the place of the argumentation and debate course in the speech communication curriculum and suggests cognitive and behavioral objectives and assignments for use in such a course. The second article discusses teaching debate within the philosophy department. It suggests that philosophical reflection can be of great assistance to debate students and their coaches, and contends that making debate part of an interdisciplinary course will stress the unity of human knowledge by showing students how evidence is used to support conclusions in the physical, biological, and social sciences, as well as the humanities. (FL)