PROBLEMS IN NIGERIA’S EDUCATION AND PROSPECTS FOR P4C
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PROBLEMS IN NIGERIA’S EDUCATION AND PROSPECTS FOR P4C
ABSTRACT
For a nation to endure, its Education philosophies must be firmly upheld and adhered to. Due to an inappropriate approach to educational issues, the Nigerian educational system has become unstable. The result is a complete collapse of law and order in our society.
Philosophy for children (P4C) is an approach to education that can aid in the eradication of the cankerworms plaguing the Nigerian educational system because it is so effective at stimulating students’ critical and creative thinking.
CHAPTER ONE
1.0 INTRODUCTION
1.1 CONTEXT OF THE PROBLEM
In actuality, as a result of the established fact that the Nigerian nation was colonized by the British, the Nigerian educational system was built on a remnant of the three ‘Rs’ as introduced by the British government: READING, WRITING, AND MATHEMATICS. The formulation of the Nigerian academic system omitted the most vital or essential educational valves on purpose. The fourth “R,” which was referred to as reasoning or thinking, is regarded as a formality by many academicians.
Obviously, our schools teach our children how to write, read, and perform basic arithmetic, and these skills are integrated into all of our curricula. Nonetheless, the school curriculum is conspicuously devoid of the most essential valence or component of education, namely, reasoning.
No teacher in Nigeria teaches our children how to think and reason under specific conditions and time constraints. The “principles of good reasoning and thinking” are not taught in secondary schools or higher education institutions.
It is interesting to note that private institutions in Nigeria have good intentions, but due to the country’s pre-established curriculum, which compels our educational system to focus on writing, reading, and arithmetic while ignoring the most important components of education, reasoning and critical thinking, they have fallen into the same academic pit as public schools.
Philosophy for Children (P4C) does not appear to be solely concerned with teaching children the views and ideas of specific world philosophers or university-style philosophy in institutions.
Rather, it is about reconstructing the age-old field of philosophy to make it easily accessible to both students and instructors. Philosophy for Children (P4C) is all about laying the groundwork for critical thinking and sensible reasoning in both school and non-school contexts. It is about helping children discover ways to connect their thoughts and ideas with those of others so that they can construct a cogent understanding of the world and their experiences.
Teaching children to value and respect the perspectives of others, while also encouraging them to seek justification for what they think, believe, say, or do. In fact, philosophy for children in this manner contributes to the development of our children’s self-esteem.
1.2 POINT OF INQUIRY OR PROBLEM STATEMENT:
We believe that both private and public institutions are capable of overcoming the current academic tragedy and achieving academic excellence. The adoption of critical, creative, and compassionate thinking is, in my honest opinion, one of the ways out of this educational quagmire. Philosophy for children (P4C) is never about teaching children the views of particular philosophers or university-style philosophy in institutions. As I mentioned previously, philosophy for Children is about:
a) Laying the groundwork for critical thinking and reasoning in and out of school;
(b) Assisting children in seeing beyond “hard facts” and in making reasonable decisions;
(c) Reconstructing the age-old discipline of philosophy in order to make it accessible to children and teachers
(d) Thinking in multiple ways and on multiple levels, such as considering a question and concept.
e) Assisting children in discovering methods to connect their thoughts and ideas with those of others, so that they may construct a coherent understanding of the world
f) Providing children with opportunities to discover and invent ideas, as opposed to simply assimilating and regurgitating those of others.
(g) Demonstrating to children the importance of self-reflective and self-corrective dialogue for enhancing their comprehension and problem-solving.
Philosophy for Children is equally concerned with problem identification and problem resolution.
Regarding the fact that in issues of philosophy for children, children and their teacher share some reading or listening, the children take time to formulate their own queries and then engage in a corresponding discussion.
1.3 The importance or advantages of this study
Community of Inquiry P4C has been defined as Community of Inquiry Philosophy for Children, as stated in the introduction. Unquestionably, this is a novel educational innovation. C0IP4C is an instruction and learning method with its own standards. It is a method of instruction in which participants (students) or any member of the community have the freedom to assume responsibility.
Philosophy For Children is also a system in which every member of the community is permitted to express his or her own opinions during any ongoing discussion within a given time frame. In this system, every member of the community is carried along, thereby fostering a sense of belonging in each individual. Norms and values are frequently upheld.
It appears that the benefits of C0IP4C are immense. 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 humans because we live in a challenging and difficult world.
What role does education play if people living in such a depraved and deplorable situation are also literate and pedagogically trained? They are still unable to find an enduring solution to this ugly social trend.
Our formal educational pedagogy appears incapable of providing an enduring solution to these critical problems of meaninglessness, homelessness, and unreasonableness found in the attitudes of today’s youth.
These are the goals and benefits of introducing the COIP4C sector, which seeks an alternative, in the hopes that our youths will be inculcated with a sense of reason through the andragogical method of COIP4C, and with these benefits, we will be able to identify the strategies for addressing a variety of issues confronting our contemporary society.
1.4 TARGET PUBLIC
1. TEACHERS
2. STUDENTS
3. EDUCATIONAL RESEARCHERS
4. EDUCATIONNAL ADMINISTRATORS
5. CURRICULUM DEVELOPERS.
1.6 RESEARCH QUESTIONS
What are the fundamental challenges facing educators in Nigeria?
How has priority misalignment affected the Nigerian educational system?
What are the most effective methods for administering Nigeria’s educational system?
What is Nigeria’s optimal educational policy?
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