Schools Should Teach Students How to Hold and Defend Opinions

Commentary In 2025, Harvard reported that two-thirds of their student body did not feel comfortable expressing their opinion on controversial topics. College Free Speech Rankings also presented data that 28 percent of students self-censor in the classroom, up two points from last year. But in many ways these statistics about self-censorship are the result of a refusal to discuss controversial topics at educational institutions, where habits and ideas are formed. American education used to encourage civic dialogue. Between 1743 and 1769, the following controversial questions were used as part of Harvard commencement debate exercises, according to Mark G. Longaker: Is an absolute monarchy contrary to right reason? Are people the sole judges of their rights and liberties? As a teacher in rhetoric, I can personally attest to the fact that students who receive an education in this subject can feel transformed by understanding the power of the spoken word. But this power of speech is only learned through practice. At the beginning of the 2025 school year, I had several students who entered the class with low speaking skills, a lack of confidence, and apathy toward the subject. Throughout the year, students engaged and sometimes struggled in weekly exercises of standing in front of the classroom and speaking in front of other classes at the school. Only a few months later, in April of 2026, these same students stood with confidence in front of their teachers and parents, presenting a persuasive speech on virtues related to public and private life. A surreal excitement was in the air. Parents were delighted in the achievements of their children, in ways that some, only a few months earlier, had reservations about. Holding Opinions An education in public speaking and debate provides students with the skills to hold opposing views in the public square. Students need to practice speaking about ideas, even if they are controversial, because this will allow them to develop ideas about what they believe is important. If students do not have the capacity to hold opinions, they will struggle to live a life that is theirs in a social world where comparison defines people's lives. Rhetorical instruction acts as an antidote to lives that are lived for others instead of for a greater purpose. Debates force students to hold opinions that they come to through contemplation. 'Opinions define us,' Aditya Parab writes . 'They help us understand what we believe in and what we are. To have a[n] opinion about anything we need to have knowledge. Also when we have an opinion we take a stand. It helps us to understand ourselves. When you have your own opinion we are more confident. Without having opinions and discussing . . . them, we cannot grow.' Navigating Conflict Through rhetorical speaking training, students can also learn how to navigate conflict. They can imitate emotionally charged situations and learn concrete ways to overcome fear in a low-stakes environment. This will prepare them for dealing with situations where every word that they say matters. I develop opportunities in the classroom where my students can practice skills of persuasion that relate to conflict. While learning about the invention of ideas to support persuasion, students are required to imagine being in an accident, where they need to articulate the situation to a police officer. The students practice using different rhetorical techniques like ethos (credibility), pathos (emotions), and logos (logic) to ensure that their part of the story is accurately documented. 'Practice on smaller issues,' Katie Shonk recommends in her article on learning how to deal with conflict. 'If you're used to sweeping conflict under the rug, interpersonal conflict resolution can feel deeply threatening. You might try to build your skills and confidence by opening up conversations about relatively small matters with those you trust the most. Positive experiences resolving minor issues, such as household chores that aren't getting done, can equip you to take on bigger concerns.' Dating and a Meaningful Life Finally, students should learn rhetoric because without having the ability to communicate well, it is hard to live a meaningful life. Speaking skills facilitate a life that is filled with purposeful communication and confidence rather than isolation from the public square. And all it takes is practice. Confucius, a Chinese philosopher, once said that education breeds confidence. Education in speaking provides a confidence that directly impacts relationships with others. Because so many young adults do not receive formal speaking instruction, it is not surprising that they lack the skills that are necessary for a flourishing life. For instance, the Institute for Family Studies claims that only 1-in-3 young people are confident in their dating skills. I have noticed that students in a rhetoric classroom gain confidence, across all levels of performance. While this benefit is less suspect than some other advantages, confidence leads to an improved outlook on life. With confidence comes flourishing and the possibility to pursue meaning. It's Possible to Learn The most common objection that speaking education receives has to do with misconceptions about whether the skill of speaking is a natural trait, or something that can be learned. So many people view public speaking as a gift of mystical inspiration that some people are gifted with, and others are not. This commonly held opinion contradicts hundreds of years of educational practice, along with being distanced from America's own history of rhetorical education. During the early republic, an education in rhetoric and public speaking was considered synonymous with what it meant to be educated, according to Juliann M. Lange in her research on rhetorical education in America. Learning the skill to hold opinions well is an essential part of civic life, and one that can be learned by any young adult in a high school classroom with the right curriculum. The ability to speak should be considered the purpose and goal of democratic education. Until America revives rhetoric in the high school classroom, young adults will continue to go on to workplaces and colleges like Harvard unprepared for conflict and lacking basic communication skills that are known to help citizens live truly flourishing lives. Views expressed in this article are opinions of the author and do not necessarily reflect the views of The Epoch Times.