DOCSLIB.ORG

Inner Pages of Philosophising.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Inner Pages of Philosophising.Pdf PHILOSOPHISING ABOUT EDUCATION (A PROLEGOMENON) i ii PHILOSOPHISING ABOUT EDUCATION (A PROLEGOMENON) B.A. (Hons) Ib, M.A. (Ib), MBA (A.A.U.), MNIM, P.G.D.E. (A.A.U), PATRICKM.Ed. (O.O.U), O. AKINSANYA Ph.D. (Ib) Department of Educational Foundations, University of Lagos iii Copyright © Akinsanya, Patrick O. 2015. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the author. ISBN: 978-978-53615-8-2 Published and Printed By UniversityWorks and of Lagos Physical Press Planning and Bookshop Complex Ltd Unilag P.O. Box 132, University of Lagos, Akoka, Yaba - Lagos, Nigeria. e-mail: [email protected], [email protected] Tel: 01-4539984 iv This effort is dedicated to Almighty God To my wife, Lady Cecilia Omoyemi Akinsanya And to my children – Daniella Moyoninuoluwa, Daniel Moyosooreoluwa and Patrick Olubamise AKINSANYA v ACKNOWLEDGEMENTS Foremost, I acknowledge the providence of Almighty God and His manifestations in my life. In a special way, I thank Dr. ‘Kola Babarinde for proposing a foreword to this book. He has been a teacher of high repute and a shining example in a field that some scholars regard as a ‘no-go-area’. I am full of adulations to my other teachers in the University of Ibadan (Faculties of Arts and Education), Olabisi Onabanjo University, Ago-Iwoye, Ambrose Alli University, Ekpoma and Tai Solarin University of Education, Ijeagun. I appreciate the management of UNILAG for providing an environment that constantly challenges our comfort zones so that we can reach any professional height attainable. I thank my Dean, Prof. Supo Jegede, my HOD, Prof Ngozi Osarenren, my senior colleagues and colleagues in the Department of Educational Foundations, University of Lagos. Special mention should be made of Dr. ‘Soji Oni, Prof. Tony Aladejana, Prof. Mopelola Omoegun and Prof. R.A. Alani for being wonderful vessels of honour used by God himself in my life. Some names must be mentioned for recognition – Late Prof. Olusegun Oladipo of blessed memory, Dr. Amaechi Udefi, Prof. Olatunji Oyeshile, Dr. Francis Offor, Prof. Niyi Benedict, Prof. Kayode Ijaduola, Dr. Abiodun Ojo, Prof. Abeke Adesanya, Prof. Olajide, Prof. Ujomu, Prof. vi Edun, Dr. Y.A. Oguntimehin and Prof. Oluremi Bamisaiye. These personalities have made me who I am today. I need to thank my teeming number of students in the Faculty of Education, University of Lagos who challenged me to come up with another text on this dreaded but wonderful course. My parents: Lawute & Olori J. A. Akinsanya, and my siblings are deeply appreciated. My wife, my daughter and my two sons are the big masquerades. I love you. vii TABLE OF CONTENTS Dedication v Acknowledgements vi Table of Contents viii Foreword xii Preface xiv Chapter1.1 One: WhatIntroduction is Philosophy? 1 1.2 Philosophy and Meaning 1 1.3 Epochs in Philosophy 8 1.4 Benefits of Philosophy 16 1.5 Summary 19 1.6 Questions for Evaluation 19 1.7 Possible Answers 20 References 21 Chapter2.1 Two: WhatIntroduction is Philosophy of Education? 23 2.2 Philosophy of Education 23 2.3 Common Approaches to Philosophising about Education 31 2.4 Modes of Philosophy of Education 33 2.5 Philosophy of Education as an Academic Activity 37 2.6 Philosophy of Education in Nigeria 39 2.7 Summary 40 2.8 Questions for Evaluation 41 2.9 Possible Answers 41 References 44 Chapter3.1 Three: BranchesIntroduction of Philosophy and Education 45 3.2 Metaphysics and Education 46 3.3 Epistemology and Education 49 3.4 Axiology and Education 51 3.5 Logic and Education 54 3.6 Summary 56 viii 3.7 Questions for Evaluation 57 3.8 Possible Answers 57 References 58 Chapter4.1 Four: SchoolsIntroduction of Thought in Education 59 4.2 Idealism in Education 60 4.3 Realism in Education 62 4.4 Naturalism in Education 64 4.5 Existentialism in Education 65 4.6 Pragmatism in Education 67 4.7 Progressivism in Education 69 4.8 Eclecticism in Education 70 4.9 Summary 72 4.10 Questions for Evaluation 72 4.10 Possible Answers 73 References 75 Chapter Five: Notable Western Philosophers of 5.1 EducationIntroduction 77 5.2 Socrates 77 5.3 Plato 79 5.4 Aristotle 84 5.5 Rousseau 86 5.6 Pestalozzi 90 5.7 Froebel 94 5.8 Dewey 98 5.9 Montessori 103 5.10 Summary 106 5.11 Questions for Evaluation 107 5.12 Possible Answers 107 References 109 Chapter Six: Notable African Philosophers of 6.1 EducationIntroduction 111 6.2 Nyerere 111 6.3 Solarin 116 ix 6.4 Awolowo 119 6.5 Akinpelu 121 6.6 Summary 123 6.7 Questions for Evaluation 123 6.8 Possible Answers 124 References 125 Chapter Seven: Philosophical Examination of Some 7.1 IssuesIntroduction in Education 127 7.2 Education and Mistaken Concepts 127 7.3 Education and Goals 133 7.4 Equal Opportunity in Education 135 7.5 Education and Democracy 136 7.6 Education as Initiation 139 7.7 Moral Education and Religious Instruction 141 7.8 Teaching as a Profession in Nigeria 144 7.9 Summary 148 7. 9 Questions for Evaluation 149 7.10 Possible Answers 150 References 151 Chapter Eight: Philosophy, Policy and Education 8.1 SystemIntroduction in Nigeria 153 8.2 Philosophy and Education Policy 153 8.3 Nigerian Education System and the Philosophy Underlying it 157 8.4 Summary 173 8.5 Questions for Evaluation 174 8.6 Possible Answers 175 References 178 Chapter Nine: Philosophy of Education, Teacher Education Programme and the 9.1 ModernIntroduction Teacher 181 9.2 Philosophy and Teacher Education Programme 181 x 9.3 Philosophy and Relevance to Modern Teachers 183 9.4 Summary 189 9.5 Questions for Evaluation 190 9.6 Possible Answers 190 References 192 Chapter Ten: Making Philosophy More Relevant in 10.1 Today’sIntroduction Education 193 10.2 The Crisis of Contemporary Philosophy 193 10.3 Reconstructing Philosophy 197 10.4 Some Recommendation 202 10.5 Summary 203 10.6 Questions for Evaluation 204 10.5 Possible Answers 205 References 206 Bibliography 207 Index 215 xi FOREWORD To be so honoured with the request to write a foreword to a comprehensive and audacious work on philosophy and philosophy of education should be considered a special privilege. More so when this comes from a budding scholar in whose academic and career emergence one has been privileged to be so intricately connected. Although I was so busy, the author was persistent. I was also not going to write until I go through the work and this caused some delay. On the whole, the patience has been worth the efforts for both sides. But then, persistence is one of the hallmarks of students of philosophy. First, when I saw the title, Philosophisinga familiarity About was Educationimmediately (Astruck. Prolegomenon), My academic father and mentor, late Emeritus Jones Akinpelu leapt to my consciousness. He has an article by that title and so this further aroused my interest. In this case, what is contained? Dr. Akinsanya has taken a tour through the major concerns of philosophy of education. He has examined topics on meaning, scope, schools, concepts and issues as well as prominent thinkers in Europe and Africa. The analyses have been comprehensive, incisive and well written in easy and accessible language. The other interesting addition is his programmatic application of the discipline, by which I mean, the application of philosophy as a programme of action. He has examined policy issues as well as confronted the question of relevance. Is philosophy and philosophy of xii education actually necessary for effective policy and meaningful implementation? Who actually requires philosophy and philosophy of education? The teacher, educational administrators, parents or every individual committed to enlightenment? This work addresses these questions in the usual methodological combination of speculation, analysis, and prescription with critical interrogation as a constant. Another added value is the inclusion of study questions for practice which makes the book a very useful material for students across levels. Although we often say that philosophy does not solve problems but rather dissolves them, he has taken a bold step in suggesting possible answers to the practice questions at the end of each chapter. This is a very commendable effort and I recommend the book to students and other practitioners in the palace of philosophy and philosophy of education. KolaPhilosophy Babarinde and Sociology, Ph.D of Education First Vice–President, Philosophy of Education Association of Nigeria (PEAN) Director, Centre for Excellence in Teaching and Learning, University of Ibadan, Nigeria Completed this day, 11th November, 2015 in Bakersfield, California, USA. xiii Education is seeminglyPREFACE run today with little or no regard for philosophy. Some people feel that philosophy has offered its best and it is no longer of much consequence in the contemporary world. Some others opine that its area of enterprise is remotely far, separated and dislocated from the world of practice. To some others, philosophy’s demands are utopic and exceedingly thorough for the simple-hearted, such that its preoccupations should be avoided if possible. The mere presence of a critic who is terribly difficult to convince and satisfy is the headache of others. Hence, there appears to be a vindictive connivance against ‘the thinker’ and his tools. But the running of education without philosophy is a futile, if not impossible task. Gentile (in Singh, 2007) asserts that the belief that men may educate without concerning themselves with philosophy is a failure to understand the precise nature of education; and that the process of education can never go on right lines without the help of philosophy.
Load more

Recommended publications
  • Volume 33 2006 Issue
    Review of African Political Economy No.110:619-634 © ROAPE Publications Ltd., 2006 Religion, Ideology & Conflict in Africa Roy Love Prologue: Whose Political Agenda? The last issue which ROAPE devoted entirely to religion (‘Fundamentalism in Africa: Religion and Politics’, No. 52, 1991) reflected what its editors saw then as the principal area of concern, particularly Christian fundamentalism often sponsored by US evangelical churches. Global events since the devastation of the ‘twin towers’ in New York on 9 September 2001, the election and re-election to the American presidency of a ‘born again’ Christian,1 terrorist atrocities in Kenya and Tanzania and the invasions of Afghanistan and Iraq, have altered the picture so radically that a revisit to the topic is now timely, if not overdue. In so doing it is appropriate also to update the terminology. ‘Fundamentalism’ has increasingly come to be seen as a problematic label, with a shift from its meaning of a dogmatism of belief that did not depart from literal interpretation of sacred texts. Concern today is not with religious belief per se, but faith as the basis for political activities and organisation, even if the rigidity of those beliefs adds intolerance to violent politics. This will be the focus of the current issue. In it we will tend to use the now more standard ‘Islamism’ and talk about Islamist movements rather than ‘Islamic fundamentalism’; likewise, rather than Christian fundamentalism we will talk about ideologies such as evangelism or Pentecostalism and in organisational terms concentrate on the familiar ‘Christian right’. There is also a contextual shift internal to Africa (and elsewhere globally) in the apparent burgeoning of religious bodies, of converts to new faiths and in the centrality of religious concerns, especially in politics – in turn reflected in the number of books, articles and conferences on these themes.2 The contemporary global backcloth is thus the starting point for looking at religion and politics in Africa.
    [Show full text]
  • To Download the Conference Program
    PROGRAM & VISITORS GUIDE INTERNATIONAL CONFERENCE ON URBANIZATION AND GLOBAL ENVIRONMENTAL CHANGE Opportunities & Challenges for Sustainability in an Urbanizing World ARIZONA STATE UNIVERSITY TEMPE, ARIZONA, USA OCTOBER 15-17, 2010 Welcome! Dear conference participants, We welcome you to the first International Conference on Urbanization and Global Environmental Change, Opportunities and Challenges for Sustainability in an Urbanizing World. Over the last five years, the Urbanization and Global Environmental Change (UGEC) community has grown rapidly and generated new understandings of the relationships between urbanization and the global environment. This conference is an exciting opportunity to bring together communities of academics, decision- makers, and practitioners at local, regional, and global scales in order to take stock of UGEC science and practice. Conference participants come from 40 countries and presentation topics range from the role of higher education as a catalyst for sustainability to urban vegetation, and socio-ecological contexts for urban sustainability. We have also included special sessions such as the one on the 2014 IPCC Fifth Assessment Report and UGEC research. We want to encourage interactions and dialogue between the participants during plenaries, parallel sessions and breaks; we clearly recognize the added-value of providing such opportunities and have designed our conference structure accordingly. On Saturday, October 17th, we will hold a joint-conference day with the IHDP Global Land Project, under the theme, “Sustainable Land Systems in the Era of Urbanization and Climate Change.” The goal of this day is to strengthen existing relationships and build new networks among urban and land- change specialists to foster more collaboration worldwide, expanding the range of issues addressed.
    [Show full text]
  • Egba Indigenes in the Politics and Political Development of Nigeria
    Greener Journal of Social Sciences ISSN: 2276-7800 Vol. 2 (1), pp. 009-018, February 2012. Research Article Egba Indigenes in the Politics and Political Development of Nigeria. *K. A. Aderogba, B. A Ogunyemi and Dapo Odukoya Department of Geography and Environmental Studies, Tai Solarin University of Education, Ijebu-Ode, Nigeria. *Corresponding Author’s Email: [email protected] ABSTRACT Egba indigenes have been very prominent in political history of Nigeria. The objective of the paper is to examine the political development of Nigeria and the roles played by Egba indigenes. Abeokuta founded in 1830 has been a notable settlement in Nigeria. The Egbas have been significant members of ruling political parties. They have contributed significantly to the political development of Nigeria. The likes of Adetokunbo Ademola, the Ransome Kuti family, Madam Tinubu, George Sodeinde Sowemimo, Wole Soyinka, Moshood Kashimawo Abiola, Olusegun Aremu Obasanjo, Olusegun Osoba, Dimeji Bankole and others cannot be forgotten in the political history and political development of Nigerian. The researchers listened to a number of radio and television documentary programmes. News paper cuttings, magazines and journals were read. The paper used oral interview conducted with some retired and active political party chieftains, the monarchs, and notable members of Nigerian public. Providence has bestowed it upon them to play active parts in the political affairs of Nigeria. Not even a single ethnic group has ever had it so good and in the political history and development of the country. However, whoever is in power needs to be supported and encouraged to move the nation ahead . Key Words: Egba indigenes, politics, political development, Nigeria.
    [Show full text]
  • Title : a Study on the Struggle of Wole Soyinka for Egalitarianism and Justice
    http://www.ijecbs.com Vol. 2 Issue 2 July 2012 A STUDY ON THE STRUGGLE OF WOLE SOYINKA FOR EGALITARIANISM AND JUSTICE Devi Bhushan Dept. of English G.N.Khalsa College Karnal, Haryana, India ABSTRACT Over the last years, people and organizations concerned about social justice, equality and development have increasingly turned to policy advocacy and campaigning to promote change. Despite the promise of these approaches for advancing people- and planet-centered agendas in public policy, many activists find themselves holding the line against further rollbacks of important economic, environmental, racial justice and gender equality gains, and searching for more effective ways to engage and transform power. This search is leading to deeper inquiries about the nature of change and power, inquiries that revisit past history and approaches regarding justice and equality, while tapping new energy, ideas and opportunities for revitalizing social movements and change strategies. This paper is based on the analysis of Wole Soyinkas’ works. The ideas presented in this paper highlight his view on human inequality and injustice as portrayed by the characters in his Novels. INTRODUCTION The global context shaping current possibilities for change presents a challenging panorama. Advances of corporate globalization, neo-conservative politics and http://www.ijecbs.com Vol. 2 Issue 2 July 2012 fundamentalisms are tearing apart the social fabric of societies around the world, dislocating communities and ravaging notions of the common good and human solidarity. With the unraveling of this fabric, a profound sense of isolation and alienation permeates many people’s lives across class, race, gender and national divides. In the face of terror attacks, war, every-day violence on the streets and growing inequality, governments use fear and intolerance to control and manipulate people, increasing anxiety and alarm.
    [Show full text]
  • Researcher 2015;7(4)
    Researcher 2015;7(4) http://www.sciencepub.net/researcher African Thinkers And Self-Reliance: Remedy To Ameliorate Unemployment In Africa Adebisi David, ALADE Department of History and International Studies, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria [email protected]; 2348064151074; 2348024615670 Abstract: In African states, there is high tempo of following the residual paths of Western thinkers such as Plato, Aristotle and John Locke, in the quest to formulate sound thoughts and policies. While nothing is inherently wrong with appropriating ideas from non-African cultural backgrounds, what is awkward is that Africans are so engrossed in this vogue that our own models, whatever their worth, are rarely considered. This paper therefore critically appraises the ideas of Dr. Taiwo Solarin and Julius Nyerere on education for self-reliance as panacea to ameliorating the mounting quotient of unemployment in Africa. The paper notes that although African education is rooted in self- reliance as stated in the National Policy on education, commitment however is only at the level of policy articulation. Using historical and philosophical analytical methodology, the paper examines African Political Thought and self-reliance and posits that the present educational policy stifles the graduates’ initiative to apply their theoretical knowledge pragmatically. The paper explores the philosophers’ views on education which reflects African cultural experiences based on resourcefulness, self-realization, self-sufficiency and self-reliance through emphasis on vocational and technical education. The paper asserts that Africa is blessed with great thinkers and in our march to economic greatness, the paper concludes by advocating for the integration of their perspicuity into the National Policy on education in other to tackle unemployment in Nigeria.
    [Show full text]
  • Who Is Morris Cerullo? Hector Avalos Grünbaum, Marvin Kohl, Jean Kotkin, Thelma Lavine, Ronald A
    ( Winter 93/94 "Ivan the Terrible' The Evidence - Re-Examined Joe Nickell 34 II 25274 7495 7 7 WINTER 1993/94, VOL. 14, NO. 1 ISSN 0272-0701 Contents Editor: Paul Kurtz Senior Editors: Vern Bullough, Gerald Larue, Gordon Stein 3 LETTERS TO THE EDITOR Executive Editor: Timothy J. Madigan Managing Editor: Andrea Szalanski FAITH HEALING: MIRACLE OR MIRAGE? Contributing Editors: Robert S. Alley, Joe E. Barnhart, David Berman, 4 Introduction: Faith Healing Revisited Paul Kurtz H. James Birx, Jo Ann Boydston, Bonnie Bullough, Paul Edwards, Albert Ellis, Roy P. Fairfield, Charles 5 The Faith Healing Claims of Morris Cerullo Dr. Peter May W. Faulkner, Antony Flew, Levi Fragell, Adolf 7 Who Is Morris Cerullo? Hector Avalos Grünbaum, Marvin Kohl, Jean Kotkin, Thelma Lavine, Ronald A. Lindsay, Michael Martin, Delos 12 The Biblical Roots of Faith Healing Paul Kurtz B. McKown, John Novak, Howard Radest, Robert 14 Faith Healing in the Black Community Rimmer, Michael Rockier, Svetozar Stojanovic, Norm R. Allen, Jr. Thomas Szasz, V. M. Tarkunde, Richard Taylor, 15 `Psychic Healing' and Alternative Medicine James Randi Rob Tielman 20 EDITORIALS Associate Editors: Doris Doyle, Thomas Flynn, Steven L. Mitchell, Lee John Paul II: Humanist? Timothy J. Madigan / Progress in Nisbet Ireland, Dick Spicer / The Rocky Road to Victory, Skipp Porteous Editorial Associates: / Update on Noah's Ark, Gerald Larue Thomas Franczyk, Roger Greeley, James Martin- Diaz, Molleen Matsumura, Warren Allen Smith 24 ON THE BARRICADES Chairman, CODESH, Inc.: Paul Kurtz 25 Are We Approaching the End of the Age of Books? Chief Development Officer: James Kimberly Prometheus at Age Twenty-Five: Paul Kurtz Public Relations Director, Executive Director, African-Americans for 29 State and Church in Modern Germany Hans Sebald Humanism: Norm R.
    [Show full text]
  • AMAMIHE: Journal of Applied Philosophy. Vol. 18. No. 4. 2020
    AMAMIHE: Journal of Applied Philosophy. Vol. 18. No. 4. 2020. ISSN: 1597-0779 Department of Philosophy, Imo State University HUMANISM AND EDUCATIONAL RECONSTRUCTIONISM IN THE PEDAGOGY OF TAI SOLARIN IRABOR, Benson Peter, Department of Philosophy University of Lagos [email protected]; Phone: 08034624353 DOI: 10.13140/RG.2.2.26043.64803 & OLA-OBITUSIN, Damilola Grace Department of Educational Foundations and Counselling Psychology Lagos State University [email protected]; Phone: 08034336309 DOI: 10.13140/RG.2.2.26043.64803 & OLUFOWOBI, Oludare Okikiola, PhD Lagos State University Ojo, Lagos State [email protected]; Phone: 08023844317 DOI: 10.13140/RG.2.2.26043.64803 Abstract Humanism and educational reconstructionism are ideas that may be invoked from the educational theory and praxis of Tai Solarin, but very few have been able to extrapolate and expound on this, hence the onus of the present research. Through the method of philosophical analysis, this study argues that the contribution of educational reconstructionism and educational humanism, which Western prominent scholars such as Theodore Brameld and John Dewey merely theorized over, was applied by Solarin with astounding results. This is the second motivation for this research. The application of educational reconstructionism and humanism, this research, submits is important for nation-states like Nigeria that is engaging the problems of neo-colonialism with a curriculum that seems anti-thetical to people-centered development. A revival or invocation of same, this research, maintains has the capacity to initiate results that will effectively speak to national development. Keywords: Educational Reconstructionism, Humanism, National Development, Pedagogy, Tai Solarin. Introduction There is no doubt in the fact that the late Tai Solarin, even several years after his demise, continues to wield strong influence in the minds of those who have been 207 AMAMIHE: Journal of Applied Philosophy.
    [Show full text]
  • The University of Nigeria, Nsukka and the Making of Post-Independence Nigeria
    “THE UNIVERSITY OF THE VILLAGE”: THE UNIVERSITY OF NIGERIA, NSUKKA AND THE MAKING OF POST-INDEPENDENCE NIGERIA By Russell Wade Stevenson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of History—Doctor of Philosophy 2020 ABSTRACT “THE UNIVERSITY OF THE VILLAGE”: THE UNIVERSITY OF NIGERIA, NSUKKA AND THE MAKING OF POST-INDEPENDENCE NIGERIA By Russell Wade Stevenson This dissertation examines the University of Nigeria, Nsukka (UNN, the first indigenous university in Nigeria and the first land grant university in Africa. This dissertation argues that UNN represented an innovative experiment in African higher education by expanding higher education to the general populace rather than the colonially privileged elite. However, its construction drew upon patronage politics and taxation regimes that expropriated funding at the same time other regions faced education taxes. Resistance to the University’s construction reflected local sentiments of inequitable distribution of tax resources throughout Nigeria’s Eastern Region. The University also served as a mechanism in post-independence Nigerian geopolitics: as a mechanism for removing the influence of the British-established University College, Ibadan and British educational models more generally. The University of Nigeria, Nsukka would be, as Taiye Selasi and Achille Mbembe have phrased it, an “Afro-politan” institution—porous and all-encompassing of knowledge systems throughout the globe. During the Nigeria-Biafra war, UNN faced sustained wartime damage—damage from it could not easily recover. The Nigeria-Biafra war laid the groundwork for a period of sustained infrastructural decay and internal resistance, even as the Nigerian federal government enjoyed larger access to oil revenue.
    [Show full text]
  • An Interview with Tai Solarin
    An Interview with Tai Solarin Tai Solarin is one of Nigeria's leading educators and social SOLARIN: In 1956, seventy. In the 1991/ 92 school year critics. He is the chairman of the People's Bank of Nigeria there were 1,800 boys and a writer for such leading Nigerian newspapers as The and girls. In 1992/93 Guardian. He has spent much of his life as a human rights there should be just activist, and is held in high esteem by many. He is affectionately over 1,900 boys and known as "Uncle Tai" by large numbers of his admirers. girls; about 1,100 boys When I visited Tai's Mayflower school a couple of years against just over 800 ago, I was immediately impressed by the seriousness and girls. dedication of the students. Secular messages stressing the FI: What makes the importance of education and self-reliance were posted all over Mayflower School so the walls of the school. Everyone seemed inquisitive and eager special? And what to learn. advantages do your Following is an interview with Dr. Tai Solarin in which students have over Nig- he discusses humanism and education in Nigeria. erian students who are taught in religious —Norm Allen, Director schools? African Americans for Humanism SOLARIN: It is spe- ' cial because of its secu- larity. We go all out Tai Solarin REE INQUIRY: What is the Mayflower School, and how to tackle the problems of life instead of spending several hours did you come up with that name? of the week explaining the significance of the deity.
    [Show full text]