A good education system is a means of a guarantee. Not just an economic guarantee (that is, to produce more skilled workers), but a civic and democratic one. This means creating generations of thoughtful people — civically active and ethical toward those around them. To ensure this kind of guarantee, we need to change how we look at the student. We should not see him merely as “the worker of tomorrow” or as a cog in a machine, serving only economic needs. Instead, we must see the student as a human being — a person in a society from which they will not only benefit personally but also contribute socially. And one way a student can be civically formed within the classroom is through debate.

I will share some reflections from my experience as an Ethics teacher and as the organiser of the school’s Debate Club. The benefits I witness in students through debating are immense. Let me begin by mentioning the skills students develop: critical thinking, empathy (the ability to understand opinions from another person’s perspective), respect, listening, communication, persuasion, and collaboration. I would also add the personal impact that debating leaves — for example, self-confidence, and moral reflection on what one believes to be right or wrong. Moreover, debates cultivate a social spirit in students, especially when socio-political realities are being discussed — such as the environment, justice, education, and governance.

We must remember that our students are also part of society. They all have something to say, to criticize, and to suggest. Through debate, the student is given space within their educational time to express their social position, and a sense of responsibility towards those around them is nurtured. It is a student’s right to express themselves — and to be heard. We should also remember that by the age of sixteen (in Malta), the student will become part of the electorate (and potentially, part of political leadership). Therefore, students who are trained in debating are more prepared to use their vote carefully — and critically.

To give a sense of how a structured debate works (at least in my classroom), here’s how it usually goes:

A. A motion is introduced, related either to the topic we are studying or to current affairs (for example: “Social media should ban political content for those under 16”).

B. Students are divided into two groups (for and against), and they have about 5–10 minutes to prepare their points (to convince their classmates). They may also use the class computer to find supporting information (such as statistics). Students are not required to hold a personal opinion for or against, especially if the topic is controversial. From the audience, students can also ask questions to both groups — the choice is entirely theirs.

C. Three chairs are placed at the front of the classroom: one for myself as moderator, and one for a representative from each group.

D. Through their representative, each group begins by presenting its main points. After the first round, the audience (the rest of the class) has the opportunity to challenge or rebut the opposing group’s arguments. Students can also switch their group representative between rounds.

E. Towards the end of the lesson, a vote is taken to see whether the motion passes or not. You’re often amazed to see students who were initially “for” become “against” — or vice versa. This means that some students were more persuasive, while others realised that their position wasn’t necessarily the best one. You’re also impressed by the proposals and ideas students come up with — ideas that are surely worthy of being heard by politicians.

To conclude, I believe I’ve shown how beneficial debates can be. They are tools for us as teachers to cultivate a spirit of free thinking — with the hope that such free thought, in time, transforms into social action.