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AVERTING THE
EPISTEMIC DISFUNCTIONS IN PRIMARY SCHOOL THROUGH THINKING
ABSTRACT
This study
examined the reforming Nigerian primary education by teaching of thinking.
Primary education which is seen as the bedrock of all intellectual processes
and activities as well as a stepping stone towards secondary and higher
education is affected as a result of epistemic dysfunctions. There is a popular
saying that goes “our people perish due to lack of knowledge” describes the
epistemic dysfunctions pulling down this most important level of education. The
curriculum provided by our government as that guides primary schools in faulty.
As a result of many pupils are adversely affected by poor teaching and planning
methodology. This research work deeply emphasizes on the teaching of thinking
as a solution to the problems encountered.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
The ability
to see beyond the limits of assumptions makes the failure of planning very
rare. The societal growth and development is dependent on the strength of the
planning and the level of the implementation. This is because the ability to
plan creditably is not the ability to carry the plan to the fullest.
Nigerian
primary education, like its count part in the whole world, is the bedrock or
educational growth and development. People are moulded and given the strength
to make further achievements in the educational field through their secondary
education. This entails that once the foundation is strong, the base for the
growth and development of the other areas of life would be assured. This would
be of a great importance to the realization of the country’s goals and
aspirations.
When the
secondary education is able to make its needed impact, the crisis that could
rise in the subsequent areas would be avoided. Suffice this, is to say that the
basically ingredients for the emergence of authentic secondary education in
Nigeria was not given a serious thought by the departed foreign powers. Even in
the planning of the pattern for the implementation approach that does not
encourage the thinking among the people. And it is observable that thinking is
the stepping stone towards the socio-political and economic development of the
people.
The views of
Eze showed development gives room for self esteem, freedom and creative
initiative of the persons and the country in general. The pressing question
becomes what would be the pre-requisite to the realization of this noble trend
in the life of Nigeria. Our secondary school is charge with the duty of
initiating the child into the basic life racy and innumeracy. It is equally to
guide learner in the art of reflective thinking and scientific inquiry. But the
realization of this noble role is far from the real.
The study is
search for the basic ingredients to the realization of a functional secondary
school system that would engender scientific inquiry and the thinking ability
in the lives of Nigerians. It is very much assured that the introduction of the
critical thinking, creative thinking, caring thinking, systems thinking,
synergic thinking, Ecumenical thinking, mathematical thinking and other forms
of thinking that make up our higher order thinking that the Nigerian problems
of academic enslavery and moral decadence would be solved.
1.5 STATEMENT OF THE PROBLEM
Everybody
seems convinced that our youths are far from the expected leaders of tomorrow
which we all sign that they are evident that the children initiate what they
see in the environment which implies that with the adequate supply of the
needed environmental stimuli, the children would live up to the expectations of
the society. But the questions remains: are these children playing their roles
as we expect of them?
Primary
education is aimed at providing the necessary background to the thinking and
problem-solving in the children and also in the adult world. Is this role
realizable in our society? Why are our children in the moral quagmire they are
in today? Anih stated that the good will alone in our academic curriculum is
not alone. Taking it biblically he lamented that good will when not followed by
action avails us nothing. The next question becomes: How can the children be
assisted to think and be reasonable in themselves? How can the foundation of
their formed education, which is the primary school be made to play this role
very well? The level of schooling without thinking in the society is pointing to
the fact that once the primary level is very shaky that the effect would spill
over to the other levels of education. This could attest to why several of our
own graduates become job seekers instead of employment creators. Education in
the country has not been able to raise the dependency syndrome which the
colonialists systematically put in our inherited formal education.
The teachers
are seen as being veritable to the unfolding of education too. This is telling
us that the quality of the teacher is very important in the course of the
students development. The big question becomes whether our teachers are ground
in the facts and skills of thinking. How can a teacher who was not taught to
think, be able to teach thinking to secondary school pupils. If it is true that
one does not give what he/she does not have, how can the improvement of our
secondary education be achieved in the face of modern educational crises?
It is
pertinent to note that much of our subjects in the schools are already
tabulated. What would thinking do in the already devised education in which the
subjects have already been designed pedagogically? The focus of this research
would then be the patterns through which thinking can be applied in the
learning of English, mathematics, Elementary science, Igbo language, and even
other subject in the primary school curriculum.
The teaching
of thinking would engender some kinds of reformation in our society. It is to
be convinced as the backbone to the ushering in the pure development of
democratic values and the life that would be value-oriented. Unfortunately
these are not present in our society today.
1.6 SIGNIFICANT OF THE STUDY
The first
beneficiary to the introduction of thinking in the secondary education is our
teacher education and the teachers themselves. The instruments for the
effective teaching should be the effective teaching should be the concern of
efficient teachers. In our conceptions of the teacher as an academic midwife,
it is evident that no teacher would be happy if the academic progress is still
born. The teachers in the field and the teachers in the colleges of education
would see this innovations as the path to the unlocking of the children’s
thoughts. They would find the classroom interesting when the community of
inquiry approach is utilized to usher in thinking in the pupils.
The study
would be of a strong benefit to the pupils. The introduction of thinking in the
secondary section is the path to their self realization. This would entail that
the products of this great reformation would be free from the schedule patterns
of learning that colonizes and dehumanizes. The outcome of this work would
serve as boost to the freedom of the learners who would be made to reason
through thinking in place of memorizing through rote-learning and cramming of
the pre-determined learning outcome.
The experts
in curriculum planning would use this in the coming of the problems of live up
its educational challenges. They would use this study as a guide to the there
eddying of the schooling without thinking which is presently constituting the
cog in the wheel of our development. Finally, this study would be a boost to
the development of moral functional and personnel development in Nigeria. The
outcome could be a pointer to the reasons behind the kind of life that our
school leavers are living. Thinking creates room for reflection and this is the
path to deeper understanding of phenomena. The improvement of the primary
section is the improvement of the over all facts of the society.
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