In this episode, it is argued that no-platforming should be opposed on purely epistemic grounds because it deprives students of epistemic benefits that would have been realized had the contrarian (cancelled academic) been allowed to speak. This is motivated by raising the specific epistemic focus of higher education institutes. Also, the contrarian’s ability to push ‘apprentice’-like students to more deeply understand their axiomatic adherence in the discipline, their live intellectual agency, and paradigmatic display of epistemic humility all support the argument.