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The Faculty of Education University of Lagos Akoka-Lagos, Nigeria Table of Co Te4 T

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The Faculty of Education University of Lagos Akoka-Lagos, Nigeria Table of Co Te4 T Published by THE FACULTY OF EDUCATION UNIVERSITY OF LAGOS AKOKA-LAGOS, NIGERIA TABLE OF CO TE4 T F m le niver ity Undergraduates' Preference for Weight Control Iethods . den re Haastrup & John Olufemi Adeogun 1-9 Is igerian Education System Underpinned by a Philosophy Worthy of the Name? Patrick O. Akinsanya 10-22 Effects of Self Management Techniques on Reducing Quarrel Behaviour among Secondary School Students in Kaduna State, Nigeria Yunusa Umaru, & Hadiza A. Tukur 23-39 ICT Change Agents as a Correlate of m-Education: the Case of Internet Use among Professors at Makerere University. Fred E. K. Bakkabulindi, Jude Ssempebwa, Teferra Damtew, Shakira alugya 40-54 Urban Mobility and Community Variations Implications for Loss of the Igbo Language, Identity and Cultural Heritage Afoma R. Okudo 55-67 Cost Reduction Strategies for Improved Producti ity in Secondary Schools Asodike, Juliana D. & Ebrirm, Philip U. 68-76 Supervisor Characteristics and Project Supervision Effecti eness at the University of Lagos, Nigeria: Policy Imperatives Maruff Akinwale Oladejo 77-87 Peer Pressure and Teenage Pregnancy among Adole ent Secondary Schools Girls in Ibadan Metropolis Isuku, E. J. 88-99 Teacher Job Status, Market Dynamics and the Implications for Trainee Teacher Education in Nigeria J. A. Adetoro & wajiaku, Chijioke H. 100-111 Students' Attitude to Schooling, Study Habits, Teachers' Prompt Marking and Feedback to Students as Correlates of Senior Secondary Schools Students' Achievement in Chemistry in Mainland Local Government Area of Lagos State, Nigeria. O. M. Alade & S. I. Oniha 112-131 Is Nigerian Education System Underpinned by a Philosophy Worthy of the Name? Lagos Education Review Journal ... such thinkers, eclecticism is not a sound and effective citizen; the full Patrick 0, Akinsanya, integration of the individual into the philosophy. These groups of scholars deny Department of Educational Foundations, Faculty of Education, community; and the provision of University of Lagos, Akoka-Yaba, Lagos, Nigeria the existence of real philosophy in equal access to educational opportunities for all citizens ... "; Nigerian system of education at the Abstract "For this philosophy to be in moment. The reasons for the denial are harmony with Nigeria's goals, The Nigerian education system has come under severe criticisms for lacking what could education has to be geared towards quickly considered. really be called a philosophy of education. While some argue that the present system self-realization, better human could not have emerged without a particular philosophy reinforcing it, even if this relationship ... (FRN 2004: 1-3). philosophy is weak, some others contend that the way education has been run in the nation goads one to cast doubts on the existence of any philosophy. This paper contends The Critics' Arguments And so, the critics begin to wonder where that the debate should not center on whether the education system is underpinned by a The first group of critics represented by philosophy or not, but on the level ofphilosophical veracity in the system. It thus submits and what exactly is that philosophy which that while it could be said that Nigerian system of education is anchored by an eclectic Fayemi (2008) recognizes the usual is alluded to by the above kind of philosophy, which is the right philosophy needed for any nation with cultural multiplicity relationship which ought to exist between and diversity such as Nigeria, this philosophy however will be better if it is structured to statements. Not having a direct answer to give room for consistencies and coherencies in its blend of inputsfrom various genres of an educational philosophy and a nation's their question, the critics conclude that philosophies so that it becomes possible for the emerged brand of philosophy to generate education system. This recognition makes coherencies and clear direction, and thus foster a synergy between Nigeria's social Nigeria cannot boast of a philosophy of ideology and her system of education. them expect that the philosophy guiding education; that what we parade today as the Nigeria's education system ought to be Nigerian philosophy of education is mere Keywords: System of education, philosophy, eclecticism, consistencies and coherencies. explicitly stated in a conspicuous section educational policy. of the policy-document on education. Introduction Disappointingly, nowhere in the policy is The second group of critics represented by The above question appears trivial, and grouped into four: first, those who feel that it stated what the philosophy guiding the Fadahunsi (2008) proclaims the dearth of sometimes taken for granted, but it is Nigeria does not have a philosophy education system is. For instance, there are philosophy in Nigerian system of Indeed a subject of concern for because such is not stated in the policy on expositions on the general national goals education premised on the fact that the 1'llIlnsophically-minded scholars who are education; second, those who opine that of Nigeria in the policy; specific mention country at present appears not to have a hlll'lt' t -d in the actual development of Nigeria does not have a social ideology at is also made of the national educational social ideology. Rightly, the ideology 1111111111011 in this part of the world. There present, and when there is no ideology, goals and the values to be inculcated and imbibed by a nation is the foundation for 11 Ililt , III liS who believe that Nigerian there is no educational philosophy; third, the various measures for implementation; the kind of educational philosophy and the dill IIlhlll Y tl'nl IS anchored by a those who deny the possibility of Nigeria but in reference to the philosophy of consequential educational system that 1,1111" "pllv IIlhllllph weak, while there having a philosophy because of the education, what the policy-document appears onboard. Educational philosophy 1\1 111111 confusion on what social ideology she presents are elusive statements such as: is often structured towards the realization 11" I ,I I h !Ill"1'1 d 1111 ,. I rencc of an wi hes to adopt; and fourth, those who In Nigeria's philosophy of of nation's ideology. If there is a dll 111""111"1111" IIpilvIIINII"'''I''I y 1'111 a cribe eclecticism to the philosophy education, we believe that... "; "Nigeria's philosophy of education disconnect, then such philo ophy would 1,1 ,Ill( 1111111 I "ltllI III 11111 ('nll'nll lid pted as the basis for the system and for therefore is based on the development of the individual into a not deserve the name ab initio. This is 10 11 Vol. 15, No. 2, December, 2015 Lagos Education Review Journal ... what Dewey means when he stresses that country. Rather, it is a function of impossibility of having a workable class of the so-called commercial lacuna of national ideology. and industrial elite, the managers philosophy of education in Nigeria. Nduka education is a social function, and that Nigeria, unlike America and other and the bureaucratic elite whether until we know what sort of society is best developed nations of the world, has makes his position clear with the following in the civil service, the army or the no precise and articulate ideology universities. It is a system which words; desirable, we do not know what sort of of her own (Fadahunsi, 2008:8). permits the appropriation as well as education is best (Dewey, 1916). The As far as 1am concerned, what now misappropriation of a passes as a philosophy for Nigerian disproportionate amount of the He goes further; function of education, basically, is to help education is a non-starter in the nation's wealth by a favoured but in the achievement or realization of Not until Nigeria fashions for herself philosophical stakes. At best, it is a numerically small class, who are a stable and sound ideology, which mythology of aims, goals and thereby enabled to live in comfort, ideology agreed upon by men in the other sectors of the national life will objectives lacking clarity, and even luxury while the rest of the society. This connotes that without such be patterned after, the future coherence and consistency. The people wallow in comparative probability of sustainable basic problem arises from the fact poverty and downright misery ... ideology, education would have no use in educational development in Nigeria that as a philosophy of education The socioeconomic system we are the first place. For education and its may be dwindled (Fadahunsi, for a particular society, it does not referring to is, to call it its proper 2008:8). address itself squarely to the basic name, capitalism (Nduka, philosophy to justify their existence and question: what type of society are 2006:127). purpose, they need to be aligned with the we setting ourselves to build? 1s it a There is yet another group of critics semi-religious oligarchy or a societal ideology. The logic thus becomes represented by Nduka (2006) & Akinpelu secular state, tradition-bound or Capitalism, of course, is the very antithesis no social ideology, no philosophy scientifically oriented, capitalist or lcar - (2005), These critics profess that Nigeria of building a just and egalitarian society. socialist, just or unjust, elitist or of du ation, and no meaningful system of indeed, has a social ideology which is egalitarian, and so on? The lack of Nduka thus concludes that we must make -duc Ition, This logic explains the position clarity and coherence over such reflected on page one of the fourth edition up our mind whether we wish our country basic issues leads predictably to III Ill' S' .ond group of critics. They of the National Policy on Education, inconsistencies in thought and to be a capitalist or socialist state, a semi- I",III'VI' Ihlll If Nigeria as a nation does not practice (Nduka, 2006: 142).
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