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COI P4C “A
SOLID BASE TO SUSTAIN AUTHENTIC TEACHER EDUCATION IN NIGERIA”
ABSTRACT
The study
has been conceived out of the current problems facing the Nigeria education
industry, especially the extravagant and uncontrolled bureaucracy which the
government and the policy makers have enthroned over and above the profession
of teaching. The undue recognition accorded to bureaucratic processes which
place undue emphasis to the office administrators than those· teachers
labouring in the classrooms. Teachers were underpaid and less motivated. The
consequences are that the teachers transfer their aggression on the work they
do and the way they do it. Again the teaching profession has not been
recognized as a profession in the first place. This is evident from the
treatment that is meted out to the teachers and their union. COIP4C is an
authentic educative approach that helps to stimulate the thinking capacity of
children and motivates them in reasoning. With P4C method, everybody is an
inquirer or philosopher. The main goal of P4C is to seek for truth and clarity
of ideas. No truth is the absolute and this method of educating children in the
classroom is what will help to bridge the missing link in the chain of
education and that is reasonableness.
CHAPTER ONE
1.0 INTRODUCTION
Nigeria
needs a better educational system than what we she has at present. There is no
gain saying the fact that authenticity has eluded us both individually and
collectively as a people. Our environment is polluted with artificiality. We
ignore nature's gifts within and around us in preference to synthetic
existence. We prefer to copy the work and life of other people regardless of
our own background, nature and nurture. We thrive in sacrificing authenticity
at the alter of conventionality. Because of these misgivings and
misconceptions, we have persistently witnessed in our societies and communities
cultural upheavals and disenchantment, political and democratic imbalances,
socio-economic disequilibrium and academic backwardness.
All these
individual, social lives and values are immersed in the deep see of deception.
The position we find ourselves and the state of affairs of the nation is filled
in utter confusion. It has been severally said that the life of any nation
depends on the type of education it has. Apparently, no one seems to have any
correct answers to the multifarious problems facing the country's education
system. The government is handicapped in finding a lasting solution to the
nation's education problems instead it is contented with the policy of
remediation
Lack of
authentic education has been the bane of Nigeria's existence from cradle: There
are numerous cases of in authenticity in our society.
There are
cases of many schooled persons who are yet to be educated. Engineers who can
not fix their cars' engine problems instead they will be looking for road side
mechanics to do it for them. There elites in our society who have acquired the
white man's education based on theory alone without practical application of
the technical know-how or depth knowledge and experience of the discipline they
have undertaken. This accounts for the reason why we have many lettered but
uneducated people certificated but not certified graduates who roam the streets
of our urban cities in search of the scarce white-collar jobs instead of being
able to generate or create job opportunities for themselves and the less
privileged members of the society. What then is the value of education if it
lacks authenticity? Where and how does one evaluate such education which does
not help its possessor to become self-actualized, self-realized and
self-fulfilled? Does the holy book not say that the supremacy of knowledge
/wisdom is that it helps the owner to live? Ecclesiastes chapter 7 verses 11
& 12 say" "Everyone who lives ought to be wise; it is as good as
receiving an inheritance and will give you much security as money can. Wisdom
keeps you safe; this is the advantage of wisdom. Thus the value of good
education is reflected in the usefulness of such education in making one
self-reliant, self-realized, self-actualized and self- fulfilled.
Though many
educationists and authors have written so much on the educational problems of
Nigeria and have equally proffered various solutions both workable and
unworkable to the problems, the very Ref. Fr. Prof. Stan Anih has distinguished
himself as an author par excellence by his many education theories and
write-ups. He has dealt in details about authentic education and what Nigeria
ought to be in the third millennium. He has written about the qualities a
potential teacher should possess in order to achieve his objectives in the
classroom. He has written about the need to teach philosophy from pre primary,
primary, secondary and to the tertiary institutions m order to authenticate
education in Nigeria. He has equally dealt with the problems facing the
teachers both individually and collectively in their teaching profession which he
captioned "The anatomy of a professional teacher". In fact the very
Rev. Prof. Stan Anih has synthesized many issues concerning functional and
innovative approach to education. These syntheses of the very rev Fr. Prof.
Stan Anih is what this study is set to review and to point out how and where
they could be used in tackling Nigeria's education problems.
1.1 BACKGROUND OF THE STUDY
Nigeria is
at the· cross roads of her developmental stage and therefore needs a decisive
action to liberate her from the danger of total collapse in the face of
political, economic, socio-cultural, environmental, ecological, and religious
and communication problems. It has been repeatedly said that no nation can rise
above her education and Nigeria is not an exception. The method of education
adopted by any country speaks volumes as to how far the country would go in
solving her domestic or internal problems and her relationship with other
people especially her external neighbours.
Each country
has problems and needs that are peculiar to her and her environment and as such
need to construct her education philosophy with regards to her needs. Education
in Nigeria is an instrument par excellence for effecting national development
(N.P.E. 2004:4).
It has
witnessed active participation by individuals, communities, non-governmental
agencies as well as government intervention. It is therefore desirable for the
nation to spell out in clear and unequivocal terms the philosophy and
objectives that underlines its investment in education. The Federal Government
of Nigeria has stated that for the benefit of all citizens the country's
educational goals shall be clearly set out in terms of their relevance to the
needs of the individuals and those of the society in consonance with the
realities of our environment and modern world (ibid).
Unfortunately,
Nigeria's education system is still in the woods courtesy of strict adherence
to the conventional pedagogical method of education which she received from her
erstwhile British colonial master which does not consider the implications of
such education philosophy to Nigeria's political, socio-cultural, economic,
environmental and ecological needs.
The
pedagogical method of education is devoid of reasonableness because the British
came to Nigeria and other African colonial dependences not to develop them but
to saturate their economic and political ambitions and so their educational
objectives are based on how to maximize their profit and expand their
territorial ambition. They introduced to the colonies the type of education
that ensured their continuous domination of those colonies which emphasizes
basically the "3Rs" - Reading;' writing and Arithmetic through which
they produced those who could read their letters or directives (Anih,s ; Igwe,
S. and Igwe, C. 2004: 110). This method of education is devoid of the 41h R
reasonableness which is the missing link in our education system.
Since the
system does not teach reasonableness, it does not possess the capacity to
empower the citizens towards self - actualization, self fulfillment and self -
emancipation. The system was only able to produce local teachers, catechists,
interpreters, clerks and other minor workers, who have no capability to play
any leadership role in economic cum socio-political arena of their countries.
The colonial masters tended to cling to these leadership roles perpetually
while keeping the citizens of the colonies in perpetual bondage of servitude.
It then became true that no education philosophy could appropriately address
the problems of a country than the one made for her by her own citizens because
it is one who wears the shoe that knows where it pinches him. It is pertinent
at this juncture to state that we know our problems better and should solve
them better with our own indigenous, resources.
The
educational objectives of Nigeria in the 21st century differ completely from
that of Britain of the 18th century. There is a big gulf of difference in the
spatio-temporal perspectives of the two countries and so educational philosophy
planned by the British and for the British interests in the 18thcentury can not
be used to solve Nigeria's problems in the 21st century.
The major
alms of the British venture into Nigeria were for politico-economic interests
to ensure steady supply of raw materials to their industries back home and not
to train the indigenous people of Nigeria. They worked for gain and not for grace.
Thus, it can
be said free of any equivocation that the system of education which the British
people bequeathed to Nigeria was completely pedagogical in practice,
dehumanizing and depersonalizing in intent and slavish in execution. Any
education system based on pedagogy emphasizes competition instead of
cooperation, me ism instead of we hood, egoism and monocracy instead of
democracy.
The
education policy formulated by the pedagogists always paid lips service to the
teaching of reflective, critical and creative thinking even as enshrined in the
national policy on education 1981 (revised 1998 and 2004) respectively.
When we
examine the in-put and out-put of the nation's education system, we shall see
how far we have performed woefully below expectations 'because of
misapplication of priorities which is associated with the pedagogical stance of
education. The Nigerian education system has failed to achieve the broad goals
of education as mapped out in the national education policy.
It is common
knowledge that most of our secondary school leavers do not possess the ability
and skills to reason well, they do not respect the dignity of labour, all they
live and hope for IS to pass their final examinations through cheat and
"expo 419". They like the school administrators target only the end
result. They are not interested in the means by which they achieve those
results. The values and norms of honest living have eluded those children from
the beginning and so, how would they be expected to live honest lives after
they had been schooled and graduated in dishonesty. That is why in our
political lives, we exhibit bitterness, rancor and turgery. The school
curriculum is prepared and delivered in such a way that the children are not
invited to think. They are expected to reproduce exactly what the teachers had
given them thereby encouraging laziness among the pupils/ students hence there
is acute lack of creativity.
The
pedagogical method of education has dealt a great havoc to our education
system. As a result we have the problems of cultism in the secondary 'Schools
and tertiary institutions to contend with. The students vandalize school
properties, kill and main their fellow students and teachers; they are threat
to themselves and the society in which they live and above all they have been
performing woefully in their academic out-put generally.
Anih, S.
(2004: 109) states that negligence of reason results in the loss of everything.
He emphasized the need for redesigning of Nigeria's education philosophy. We need
an authentic philosophy of education to solve national problems in Nigeria.
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