Re-Appraising Debating Societies

We live in an age of parliamentary democracy. This means that every law must be decided in parliament after a thorough or exhaustive discussion. As decisions are taken by a majority of votes, it is necessary also to persuade as many members of parliament as possible to vote on a side. Although such persuasion is always not fruitful because most members, come to the house with minds made up for them by their various political parties or godfathers, attempts have to be made.

Hence our future politicians (students) must learn how to explain a point of view convincingly and with detailed reasons, and how to win over members by an appeal to their personal feelings.

This is an act which can be learnt in debating societies of schools and colleges. Debating is acquired by practice and the object of debating societies is to provide us with the necessary practice.

In my days in secondary school, there were debating clubs or societies at virtually all the schools. Debating competitions among secondary schools both at the state and national levels were organised and encouraged. Indeed, such debates helped students to acquire mastery over English language and the literary arts. Many science students acquired literary skills as a result of their participation in debate activities. In fact, debating in those days was a feature of college life.

On a due date of a debate competition, classes were suspended before the debate took place, and the students filed into the school hall and took their seats. It was apparent that a great deal of lobbying had already taken place. The pro-mergers and anti-mergers occupied opposite sectors of the hall grouped in compact bodies. The neutrals – who were often few – took their seats as they were attracted by convenience or friendship. Curiously enough the conservative – minded were mostly pro-mergers, the progressives were almost all against the scheme.

That was how it looked in my days.

But today, that has changed. It is hardly possible for debates to be organised at our schools. Even in our private schools where academic standard is considerably higher, debate activities are elusive while debating societies are non-existent. The reason is that the routine of most private schools is lecture – parked. There is no room for what are called extra curricular activities.

Publicly – owned schools are worse. There, even learning seldom takes place. The teachers hardly show interest even in basic activities of the schools. This is usually attributed to the fallen standard of education and in such situation there is bound to be little enthusiasm for holding debates.

Where such enthusiasm exists, the unwillingness of teachers to join in the debates kills the inspiration.

Since Nigeria operates a constitution which establishes a National Assembly as well as State Assemblies, where arguments precede the passage of  bills, it has become necessary for debates to be held at schools in order to prepare the minds of the students for the task, particularly those of them that may end up in politics. If debate culture can be strengthened and introduced in our schools, it may enhance the quality of arguments and the kind of English language spoken on the floor of our legislative houses.

In view of this, the Rivers State Ministry of Education has to make it mandatory for all secondary schools in the state to establish literary and debating societies. Two or three periods should be set aside every week for these debates. It should be considered a part of the time-table.

Debate is as much a part of education as learning history or physics. Beside, these debates help us put our book learning to test; we can use what we have learnt in class in supportive or opposing arguments. For instance, a student of physics will have much to say if the subject of a debate is on the usefulness of hydro-electric power. This will be healthy adjunct to our academic work.

It is a good idea to have debates on real problems, preferably on contemporary issues. Everyone is interested in such issues and would want to have additional knowledge about them.

Such issues may include the fallen standard of education, cultism, resource control, Boko Haram, abortion etc. To the average Nigerian all these are of profound interest, and a debate on any of them will assist us to clarify or correct our notion. It will enliven thought, stimulate interest and mature understanding.

The introduction of debating competition in schools will be a hopeful sign of improvement in our education sector. Given the fallen standard of education in our country, universities should also encourage debating competitions. There should be with inter – University debating competitions where selected debaters from universities pit their talents against one another.

Every effort should be made to allow students to get some practice in debates and discussions. Academic life will be better for it. And students will learn to be better citizens.

Arnold Alalibo