xii, 92 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The purpose ofthis paper is to advocate Conflict Navigation as a new pedagogy aimed at uniting co-curricular debate educators in the United States. Contemporary collegiate debate demonstrates a crisis in pedagogy as seen in a history of "fractionation through structural fortification". This lack of a sustainable pedagogical community has proven to critically strain the resources and curricula of academic debate. Conflict Navigation (CN) represents a behavior-based approach to conflict with an emphasis on ethical rhetoric. The primary mission of argument within a CN framework is inquiry, cooperation, and engagement. / Committee in Charge: Dr. David Frank, Clark Honors College; Dr. James Crosswhite, English; Dr. Sara Hodges, Psychology