Forensics educators should explore the implications of feminism for debate pedagogy and practice. First, the inclusion of feminist perspectives is directly related to the pedagogical goals of solving the problem of women's participation in debate and of accomplishing the task of enabling debate coaches and student debaters to become competent, ethical and compassionate arguers. The common perception of women's "trained incapacity" for argument in general is currently reflected in and wrongly perpetuated by intercollegiate debate practice. Moreover, forensics educators should attempt to remedy this problem by taking the concrete feminist steps of refusing to elevate the goal of competition above all others, by ignoring motives of combat, desire, and self-expression and encouraging the replacement of them with motives of inter-service, instruction, and self-examination and improvement. Finally, speech instruction grounded in feminist theory can foster avoidance of being too critical toward people's foolishness and encourages the belief that argument is best used in service to others by promoting participation in alternate forms of debate. (Twenty-four references are attached.) (KEH)