> I think this an attempt to champion the idea of rhetoric as a virtue, in the face of arguments made in bad faith.
I'm legitimately not sure whether by "this is an attempt" you're referring to critiques in debate or the article.
In practice, for better or worse very few of the people who use critiques in debate are true believers. Even if they're leftists taking a generally leftist approach, a Marxist is likely to take up an Afro-pessimist position or vice versa for tactical reasons. Exactly the sort of "have to defend the opposite side with equal logic and vigor" you commend is involved - only rather than just two sides, the sides include "X would have good consequences", "X would have bad consequences", "you're doing good/harm by talking about X", "X is on/off topic for this year's resolution", etc.
As for the article - it may be attempting to defend the virtue of being able to effectively defend opposing points of view, but it's doing so in a confused way at best. Just to give a couple examples:
> Even if they’re not advocating for kritiks, in order to succeed at the national level, debaters have to learn how to respond critical theory arguments without actually disagreeing with their radical principles
It is indeed often more effective in debate to respond to a critique by denying or reversing the (often tenuous) link to what you actually proposed than to try to refute an ideology wholesale, but that burden is entirely consistent with the mentality that learning to "defend the opposite side" is valuable. And even so the premise here is wrong - at least when I was doing this <redacted> years ago, it was by no means taboo to simply counter-critique at the ideological level instead.
> This drives out students who don’t want to learn about critical theory
It's true that competing at the national level in high school or college debate demands quite a lot in terms of research and preparation. It's not, however, clear to me why it would be better to drive out students who refuse to advocate views with which they disagree (the mostly-straw critique debater) but are willing to actually prepare to face them, than to drive out students who are unwilling even to prepare to refute a certain category of argument.
> High school debate has become an activity that incentivizes students to advocate for nihilist accelerationism in order to win rounds
This is silly hyperbole that suggests (a) Slow Boring could use better editing and (b) the author would have benefited from actually trying to engage with substance of some critiques, such that they might be able to distinguish Karl Marx or the afropessimists from Nick Land or the e/accs...