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PROBLEMS OF
EDUCATION IN NIGERIA AND PROSPECTS THROUGH P4C
ABSTRACT
For any
nation to survive, that nation must strongly uphold and abide by its
philosophies of Education. Nigerian educational system has been destabilized
due to lack of appropriate approach to educational issues. The gross effect is
total breakdown in Law and order in our society.
Philosophy
for children (P4C) is an approach to education that can help eradicate the
cankerworms eating the Nigerian educational industry because it is notable for
its effectiveness in arousing critical and creative skills among students.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE PROBLEM
Actually,
following the established fact that the Nigerian nation was being colonized by
the Britain, Nigerian educational system was constructed on a remnant of the
three ‘Rs’ as brought by the British government, -these include: READING,
WRITING AND ARITHIMETICS. The formation of the Nigerian academic system
consciously omitted the most vital or important educative valves. The fourth
‘R’ which was termed reasoning or thinking
has been considered by many scholars as being a formality.
Obviously, we teach our children how to
write, read and do arithmetic in our schools and these values are entered in
all our curricular. But very unfortunately, the most essential valence or
ingredients of education - that is reasoning is conspicuously absent in the
school curriculum.
In Nigeria,
no teacher teaches our children how to
think and reason under a certain condition within a given period of time. Both
in secondary schools and tertiary institutions, there is no text book whereby
the 'principles of good reasoning and thinking are put in place for people's
use.
It is
interesting to note that the private institutions in Nigeria have the good
intention but since the force of pre-established curriculum of the country
limits them which compels our educative system to that mere values of writing,
reading and arithmetic - thereby ignoring the most important ingredients of
education called reasoning and thinking - they (the private institutions) fell
into the same academic pit with public schools.
Apparently,
Philosophy for Children (P4C), is not all about teaching the children views and
ideas of specific philosophers of the world or of teaching children the
University-style philosophy in schools.
Rather, it
is about reconstructing the age-old discipline of philosophy to make it easy
accessible for children and teachers alike. Philosophy for Children (P4C), is
all about Laying foundations for good thinking and sound reasoning – in contexts,
both in and out of schools. It is about helping children find ways to connect
their thoughts and ideas with others, to enable them build a coherent
understanding of the world and their experience of it. Teaching children to
value and as well respect the views of others, while at the same time encourage
them to look for reasoning regarding what they think, believe, say or act. In
fact, philosophy for children in this way, helps to build that self-esteem in
person especially as it concerns our children.
1.2 POINT OF INQUIRY/STATEMENT OF PROBLEM:
We believe
that both the private and public owned schools could move from the present
academic tragedy to academic excellence. It is my candid opinion that one of
the ways out of this educational mess is the adoption of the critical, creative
and caring thinking. I said this taking cognizance of the fact that philosophy
for children (P4C) is never about teaching children the views of specific
philosophers or of teaching University – style philosophy in schools. As I had
pointed before, philosophy for Children is all about:
(a) Laying foundations for good thinking
and reasoning both in and outside school;
(b) Helping children to seeing beyond
“hard-facts”; assisting them to make reasonable judgements;
(c) Reconstructing: the age-old discipline
of philosophy to make it accessible for children and teachers,
(d) Thinking in different ways and at
different levels; for instance, thinking about a question and concept;
(e) Helping children find ways to connect
their thought and ideas with others, so that they can build a coherent
understanding of the world,
(f) Providing opportunities for children
to discover and invent ideas" rather than merely absorbing and
regurgitating the views of others.
(g) Demonstrating to children the value of
reflective and self-corrective discussion for improving their understanding and
resolving.
Philosophy
for Children is as much about problem seeking as it is about problem solving.
Now,
regarding the fact that in issues of philosophy for children, children and
their teacher share some reading or listening, the children take thinking time
to devise their own questions and then discuss them accordingly.
1.3 THE SIGNIFICANCE OR BENEFITS OF THIS
STUDY
First and
foremost, I wish to state that Community of Inquiry P4C has been defined as
Community of Inquiry Philosophy for Children. Undoubtedly, this is a new
innovation in educational setting. C0IP4C, is a method of teaching and learning
with its norms. It is a teaching methodology whereby the participants
(students) or any member of the community has freedom to exercise his responsibility.
Philosophy For Children is also a system in which every member of the community
is allowed to air his or her own views while any discussion is going on within
a particular time. In this system, all the members of the community are being
carried along-thereby making every individual feel that sense of belongingness.
The norms and values are often observed.
Apparently,
the benefits; of C0IP4C are enormous to mention. In community of Inquiry
Philosophy for Children: we learn how to be attentive, Listening attentively in
every discussion, we learn and understand to respect other members of the
community and their views, we also learn how to tolerate and accommodate
others; in C OIP4C, we really learn how to dialogue issue out – looking for the
truth and lasting solution to problems confronting human beings because we live
I a difficult and very challenging world. Questions may be asked, what the role
of education is if the people who live in this type of depraved and deplorable
situation are also lettered or pedagogically educated? - Still they can't find
a lasting solution to this ugly trend in the society. Our formal educational
pedagogy seems to be unable to provide a lasting solution to these critical
problems of meaninglessness, homelessness and unreasonableness found in the
attitude of our youths in the contemporary society. These are the aims and
benefits of introducing COIP4C sector, looking for an alternative - hoping that
using andragogical slant of education with its method of COIP4C - that reasonableness
shall be inculcated into our youths, and with these benefits - we will be able
to identify the strategies for tackling a range of issues confronting our
contemporary society.
1.4 TARGET
AUDIENCE
1. TEACHERS
2. STUDENTS
3. EDUCATIONAL RESEARCHERS
4. EDUCATIONNAL ADMINISTRATORS
5. CURRICULUM PLANNERS.
1.6 RESEARCH
QUESTIONS
1. What are
the basic problems confronting teaching in Nigeria?
2 How has
misplacement of priority affected Nigerian educational system?
3 What are
the effective methods for managing educational system in Nigeria?
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