Debate educators must evaluate the efficacy of debate in terms of its goals of developing reasoning skills and critical thought. Disputes regarding method, purpose, and style identify problems within debate that obstruct or confound its capacity to reach these goals. Research plays a critical role in the development of reasoning skills and the process of critical thought, both of which are threatened by the use of debate handbooks and by the specific structure of arguments frequently presented in competition. Debaters sometimes discard the logical systems that have served effectively in the past, leaving the activity devoid of methodical inquiry and logical reasoning. The proliferation of innovative case structures and often the resolution itself have contributed to the deterioration of methodical inquiry. Communication skills are a secondary but still important goal of debate. However, some delivery styles actually threaten the development of reasoning and critical thought. While students should never sacrifice articulation or image merely for the sake of speed, style should never be allowed to become a substitute for the persuasive appeal of clear and accurate reasoning. Debate does a better job of preparing students for real experiences and of teaching students to think for themselves than does any other subject in the public schools of the United States. However, debate educators can foster the development of these skills better than they are doing currently. (HTH)