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). which is merely repeated verbatim in the religious oligarchy or a secular state, YII It IV( 11 urrul ideology, how then can current sixth edition of the document. The tradition bound or scientifically onented, The above submission might seem to lIIyltlldy 1111111' the «lcn of a philosophy of point of departure from the preceding just or unjust, democratic or despotic, portray Nduka's ignorance of the stated 'dill 1111111'/ I' Idllllllll\I, for instance, critics, however, is that the ideology put in elitist or egalitarian, and until this is done, ideology Nigeria wishes to imbibe, as upuu Ihut, actual practice by Nigerian leaders is we may never be able to achieve a contained in the policy; but indeed, Nduka 1/ /.1 Will //.1111/1/' /0 /111/(' Iho/ Nigeria, radically different from that which is consistent and coherent philosophy of tlt'.II/llt· //1'/ /tll tv t·1 iht years of is in no way ignorant of such ideology; his It/I/", I' It," ///1/ stated in theory in the policy. Put education worthy of the name. Nduka's ",,/1,,",,1 concretely criticism is that the ideology put in theory 1/1t'1/ 11/1/ h, , /11t1l1l1ll11l1\1 of differently, "what we want to be" finds criticism incidentally, lends support to "'/,,, ,/11,,11 //I /h, I' /1 /11 1I//lIIllIl', contrasts entirely the ideology set in contradiction in "what we are presently". Akinpelu's submission that; ts t!« N,'IIIIII,tI/'"I/, I lIol',h".lI/hlll practice. He says; 11h/, It / //1 '\1 1,,//011, Ih"II', /111/1 ' This means that the ideology we imbibe at Nigeria, like many other African " \I/11/1, nt I 11,/1 \'f /I, hl,'I'"I.I: ...The point 1 am making is that we nations, is still groping towards a /,,11 /1 /,/ 11111 1I"II,'I/,tI IIltl,',III"'.1 present differs from the ideology we are in this country busy running an statement of what type of society she elitist, inegalitarian and unjust /1t",1/ It. ,I", 1(/"" u« 11/'"11" 11/ wants. Never mind thefive national lI~pllcd to imbibe. This situation creates socioeconomic system. It is a system " Nil" I/IIII/,hllt, ""/11 II/"h" ,'//111/ objectives enunciated at the 011 fusion III the mindset of the critics. which acquiesces in the exploitation /1 11,1/ " /"",/"" \If ""II/It 11/ beginning of the 4-year l'iIIl" ,,/,h, / "f \,1/1, tll/lIl/ Ill/It" of the mass of the people by a small 1hi "111111 ionfusi n precipitates the 13 Vol. 15, No. 2, December, 2015 Lagos Education Review Journal ..
development plan. It is in the nature committed to a particular philosophical IJ people differ about the nature oJ us, at this Juncture, evaluate the positions of such plans to be preceded by high outlook. It borrows variously from ultimate reality, they must differ in of the critics. sounding statements oJ objectives, judging what is important in the the sincerity oJ which is different schools of thought such as school curriculum? Must not a immediately betrayed as soon as the idealism, realism, existentialism, religious person think religious Refuting the Critics pages containing the allocation oJ education absolutely essential and money are opened. The current 4- pragmatism, among others. Amaele an atheist think it thoroughly To the first group of critics who do not year plan is no exception (Akinpelu, sounds forceful with his opinion that undesirable? Must not a Western think Nigeria has a philosophy of 2005:153). liberal democrat, because he holds Nigeria is yet to have a real philosophy of different ethical doctrines, education on the basis that such is not necessarily disagree with a Akinpelu makes reference to Aluko (cited education given its eclectic nature. neatly written-out in the policy-document: communist on at least some issues in Akinpelu, 2005), who in refernng to the Ac ording to him; in moral education? And must it this position appears too simplistic and not therefore be true that national policy, points out that the Presently.multifarious philosophies elementary. It berates the level of influen e and inform the so-called philosophical beliefs do determine sophistication which a policy of this nature planners could not in one breath speak of Nigerian philosophy oJ education. clear educational principles which aiming at an egalitarian society and in the These philosophies have Joreign must be put into practice if obvious should typify. Put differently, to expect foundations and could be described inconsistencies are to be avoided? that the philosophy underpinning the same breath condemn half or three- as a hybrid of Euro-American (Hirst, 1963:51}. quarters of the nation's children to a life of thinking about reality, knowledge Nigerian system of education should have and values. Without doubt, this In the opinion of Lucas (1969), supporters been bogously written out as .... , is to ignorance, poverty and illiteracy, through eclectic nature oJ the philosophy oJ of eclecticism are those who find a denial of universal primary education. Nigerian education annot bill presume that such document was designed generate contradictions, illusions themselves unable to give their allegiance for some children in the kindergarten, due He sums up his position thus; and frustration Jor teachers and All we have been saying so Jar is students alike (Amaele, 2005: 185). to any single school of thought, hence, to their level of maturity and simplicity. If, that Nigeria cannot yet boast oJ a they pick and choose bits and pieces from for instance, I meet a man who does not blueprint of the society which it He seems convinced that the ecle uc one pcsition, now from another. He holds as the ideal. And yet, this task believe in pre-determined and fixed aims nature of the chosen philosophy is the of defining an ideal society is affirms that such dispositions towards of life, but opine that they are in the essential if we are to get a clear reason for the inconsistencies and eclecticism cannot help but be superficial; statement of the objectives which making through a process of change. If I incoherencies witnessed In Nigerian our education must pursue inevitably, it does serious damage to later find out that my man teaches that (Akinpelu, 2005: 153). education system; and since it IS not in the whatever cohesive unity and internal logic power or capacity of a human being is character of a sound philosophy to a position may possess. The submission of Again, there is a fourth group of critics valuable and important which enables him generate contradictions, then, it is logical our fourth-type of critics, then, is that the represented by Amaele (2005). These to adjust to the environment or which to say Nigeria does not yet have a real Nigerian system of education would have 'ritlC~ profess that it may be tolerated that makes him able to change his environment philosophy of education. Perhaps, Amaele to be patterned after one philosophy, say the system of education in Nigeria is according to his needs and requirements; is a disciple of Hirst who had been an idealism, realism or existentialism before underpinned by a philosophy, but that the and again, the man's view about realities, unrepentant champion of clear-cut we could conveniently assert that Nigeria said philosophy is not clear-cut. The especially education, is that they are only philosophies. In one of his articles, he had really has a philosophy of education. Let system, for them, is anchored by useful and purposeful if they contribute to asked ifit was not obvious that; eclecticism in the sense that it is not rigidly human welfare and progress or perhaps, if
14 15 Vo/. 15, No. 2, December, 2015 Lagos Education ReView Journal ... to Western capitalist structure, and that they are instrumental and experimental, which one could discover the kind of from? This was an opinion orchestrated in right from the colonial period until this would I still need by these facts, to be told philosophy underlying the policy on the 70s and80s when the early editions of by a soothsayer or by a special education in Nigeria. the policy were not clear enough on the very day, Nigerian development has been proceeding along a capitalist-elitist path, announcement by the man himself that he choice of a social ideology. With other rather than egalitarian. He buttresses his is a pragmatist, or that he belongs to To the second group of critics who say revisions, and especially, the fourth, fifth point by quoting Udoji commission's Dewey's camp of pragmatism? His life Nigeria has no philosophy of education and sixth editions of the policy, a denial of observation that "the entire educational and thought-pattern should of course, because she does not have a social an ideology in Nigeria would only be system of the nation seems to be designed portray or betray him as such. One may ideology yet. The critic's logic IS tantamount to a re-packaging of an to uphold and reinforce the elitist wonder ifany thorough-going philosopher fascinating, valid and sound - no social outdated opinion which enjoys no current philosophy"(Nduka, 2006). was thus down the ages, announced him/herself as ideology, no philosophy of education and evidential back-up. 11 evident, in Nduka's opinion that "the such before peoples' discovery of his/her no meaningful system of education. It is a experts who drew up the second and third inclinations. Socrates, for instance, was logical position that is not arguable, The third group of critics is fully aware national development plans were ignorant just going about the city of Athens, acting debatable nor contestable by anybody who that Nigeria aims at achieving a of the development strategy they were like an 'intellectual-midwife' to his fellow knows his/her worth in the realm of democratic and egalitarian society. The adopting". One thing is certainly obvious compatriots. Little did he start, before education. However, the critic's denial of problem, for them however, is that what in the critics' position: it is that people detected the philosophical dexterity an accepted social ideology provokes a igeria imbibes m actual practice is capitalism/elitism is the ideology presently in him. The policy on education could not surprise; a surprise at the level of entirely different from what she professes. practiccd in igeria, but that this ideology have been written in that elementary form unawareness of the ideology igeria That is, the ideology set in place in igeria is bad and anti-developmental, given tile proposed by the critics. If the critics care wishes to adopt. The Constitution of the contradicts democracy and egalitarianism numerous instances and examples much about the philosophical content of Federal Republic of Nigeria (1999), the which Nigeria holds in theory. This enunciated 111 posiuon. the policy, then, they may wish to go National Development Plans and the situation, thus, reflects mdecision on what his The cnucs arc willing to accept that there is no other through the national goals of Nigeria; the National Policy on Education (2013) leave choice of ideology she Wishes to adopt. In ideological alternative better than the objective of education; the submissions no one in doubt on the choice of ocial the light of this seeming indecision, it adoption of an egalitarian model of und a sumptions of the policy makers; the ideology which Nigeria Wishes to imbibe. would be wrong for igeria to boast of a development; what they are left to hllSIS of the policy; tile direction of the Specifically, in the National Policy on workable philo ophy of education. This is understand is how to match Nigerian puhcy; the values expected for inculcation Education (2013), it is stated that Nigeria the opinion expressed by Nduka (2006), profession of egalitarianism with practical dllly tit 'd In the policy; the purpose of wishes to build "a democratic and Akinpelu (2005), Aluko (cited in Akinpelu commitments. Perhaps what the critics dill 111\111 11 III tiers of the education egalitarian society". This commitment is 2005) and others. For example, duka need to first realize i that the practice of 11 III 11111 Ill' various measures for the re-echoed in other policies in other facets (2006) tries to remind us that Nigeria, capitalism/elitism in tead of IlIlpl III 1111111111 III Ih pohcy they arc all of igeria's life (for example, e on rmcs, through the colonial experiences, has egalitarianism is not a product of 111111111111 iI III Iill' do .umcnt. These politics). Where then does the opinion that turned out to be a capitalist and elitist confusion on the ideology wished for. It is JlIIIIIlIlIt 1 111 IIIl Il\(hCIII(ll~ through Nigeria has no social ideology emanate society, trying in so many ways to live up
17 Vol. 15. No. 2. December. 2015 Lagos Education Review Journal ...
just a reflection of the desire to do In their view, it is systematic and concise have had to dangle around two to three consistence, and more importantly,
something, but lack of will-power to effect to have a policy patterned on a single complementary schools of thought in their coherence among the objectives set up in a
the desire. Put differently, Nigeria does not philosophy like idealism, realism, perceptions of issues. Those who have policy and the strategies adopted for
appear confused on what ideology she existentialism, and so on, but to have an stubbornly stuck to a school of thought immediate implementation.
wants to adopt; she only finds herself assemblage of two, three or more of these have been found to be grossly inconsistent
incapacitated on the modalities for philosophies inextricably degenerates into on the long run. What a clear-cut The attempt to base an entire nation's
effecting her desire. If the critics are confusion, inconsistencies and philosophy achieves in being concise and education system on just one brand of
willing to accept this proposition, then, we incoherencies. It is this approach that has systematic, it loses in being unrealistic. philosophy is an impossible and
may recast what their trouble should have led to the mismatches that are currently More than being really unrealistic, it is a impracticable task. Such attempt, as
been ab initio. The quagmire should have experienced in Nigerian education. To fallacy from a logical standpoint, to ever argued by Taneja (2001), will even
bcen.-how can we achieve a democratic arise from these problems, for the critics, think that there could be a direct deduction undermine the several positions,
and an egalitarian society given the present Nigeria would now have to choose one of an education system from just a single perceptions and contributions of others
capitalist circumstances?; what kind of philosophy of education. In responding to philosophical school. This is why who do not belong to the chosen school of
structures are needed to help install this pattern of thought, one only needs to Akinpelu (2005) submits that "a genuine thought; and in our peculiar case, such
egalitarianism?; what planning and say in line with Akinpelu (2005) that the system of education is essentially eclectic attempt will be anti-democratic (against
implementation strategies need be put in adoption of one single philosophy as the embracing the doctrines of two or more of our adopted social ideology). Perhaps the
place to herald democracy and anchor for Nigerian education is these schools of thought". But one may fourth group of critics just like other
egalitarianism in Nigeria?; is the present unrealistic, superficial and fallacious. The quickly warn here that the choice of critics, need not query if the Nigerian
adopted philosophy capable of generating understanding here is that it is very eclecticism in two or more schools of education system has a philosophy
a democratic and egalitarian Nigerian difficult, if not impracticable, to locate any thought, without proper considerations for underlying it; at best, the question which
society"; how can we align the philosophy system of educauon which corresponds complements. could generate the fourth critics could meaningfully ask
with the goals of democracy and one-to-one with just a philosophical inconsistencies and incoherencies. This is is: -How comprehensive is the eclectic
'galttariani m? The answers to these school. Nations that have purportedly to say that whenever schools of thought brand of philosophy adopted in the qu 'stlOllS will definitely shift our attention adopted one school or the other as the base are bounded together without bothering on Nigerian system of education?Put
hom the Critics' earlier question. for their systems have resorted at one time how similar or related such schools are, the differently, does Nigeria's choice of
or the other, in picking certain elements resultant effect might be devastating. In as eclecticism in the system of education give
IllIt thl"II, h .lorc re-directing our critics' which are complementary from other much as it takes eclecticism to produce a room for compatibilities? If the last critics
IlItl'lItlllll, thl') . is yet another group of philosophies, to their chosen school of realistic, authentic, viable and workable agree to confine themselves to this type of
'11th thllt huve not been responded to. thought. The thought of being purely a education system, such eclecticism must question, then, one begins to see some
1111I Illth IIllIIl' thut any system of realist, or an idealist, or so, is practically be based on a choice of complementary similarities with the third critics' question.
11111ItllIlI 111\111111'1hy1 sclecricism is unrealistic. The records of professional schools of thought. It then becomes easy All the questions then boil down to
III 1111II1I I 11 iI philosophy of education. philosophers stand to confirm this; they for this choice to engender clarity, consistence, coherence and compatibility.
18 19 Vo/. 15, No. 2, December, 2015 Lagos Education Review Jou17UJI...
This means that we should be interested in that presently exists among all the units add that the fundamental principles of References raising and answering questions on what involved in the nation's education system. these approaches are not practiced Adenokun, A. (2006). Functional level of relationship exi ts between The units been referred to are: Nigeria's anywhere in our public school system. No approach to history of education
Nigeria's social ideology and her social ideology; educational philosophy wonder Freeman-Butts (1999) in Nigeria. Ijehu-Ode: Bosun education system. and educational policy/system. The characterizes the whole scenario as Press relationship among these units will educational disjunctivitis with a Akinpelu, l.A. (2005). Essays in
In this wise, one w uld be interested in automatically be an answer to our considerable degree of discontinuity philosophy and education. Ibadan:
fmding out the kind of role philosophy has question. jarring inconsistencies and disharmony. Stirling-Horden Pub. Nig. Ltd played in the relationship between Indeed, it is a cut-and-paste display (to Amaele, S. (2005).Understanding the
Nigerian social ideolo 'y unci her ducation Epilogue borrow from computer jargons).The philosophy of education. 2nd ed.
system. Consequ ntly, the pi 'NSII1 issue rin al reflections on the policy mismatches experienced in Nigeria's Ibadan: Bounty Press Ltd. will be the detcrminatlun If Ih quulny ol prop lhng the Nigerian system of education system are precipitated by a Butts, R.F. (1969). "Teacher education
the philosophi 01 'OI11POII'III 01 the .ducnuon would reveal an eclectic philosophy that has no much room for and modernization" in G. Nigerian educational 'Ill "PII 'I he Jlhtlo~ophl 'ul upproa h. Ilowever, there is complements. If, however, there is a Bereday (ed). Essays on world
compelling questi n, th "I, I l luw 011\ 11111' 1ternhly In 'kill in the peculiar perfect knitting of the various inputs, with education: The crisis of supply
philo ophical is Ni '111111phllo ophy 01 brnud of .cle ucism. Whot appears much care for consistence, coherence and and demand. Oxford: Oxford
education? Th' IhoVl' qll' 111111 1l1lSSIIll:'IS the abiluy to perfectly blend the compatibility, the adopted philosophy University Press.
necessarily irnph 'S (111\tlu' u 1111,NI1 \'Ilil vurious inputs into what makes up the would be a golden instrument for the Dewey, J. (1916). Democracy and
indeed has ,I phtlosllph 1111011,1'1'111lit'" pi 'senl Nigerian philosophy of cducauon. achievement of Nigeria's social ideology. Education. New York: Macmillan
system of edu '1111011III 1[11 1101\ 0111'1' Tlus implies that the melange of schools of The level of uncoordination witnessed in Fadahunsi, A. (2008). A conspectus of
raises insn 1111011011 huw IIIIIIIIIH" though: featured in the policy-document the chosen philosophy informs the education and leadership in
consistent, coherent IIlld 1111111"'ltl"lI~IVI were nipped together without much care diseonnections emanating in the policy Nigeria. A Lead Paper presented at
the said phtlosopll I A III [t, WI' 1,'11 101 consistence, coherence and formulation, and consequently, in the the 26th Annual Conference of
onvcni .ntly I 'pl,\ Ihl \Ill' IIVI' .omputibility, and this thus, presents us system of education in Nigeria, and until PEAN at Olabisi Onabanjo
phtlosopitll'ul wllh 111'1'III Ih\' ill (IV' With no clear-cut direction. Various something is done to eradicate the University, Ago-lwoye. October.
cut 'I HI III 1111111"·,111111III III I", IHI scholars like; Osokoya (2002 and 2008), mismatches, the system will continue to Fayemi, A.K. (2008). Philosophy of
III111 'I how the qlli'.llIlll I I '''lsl, the Arnaclc (2005), Adenokun (2006) and so give room for scholars' doubt on the education and the Nigerian \;011' III I '11111111lit ~IIIII\" IIl1d thlll IS, on, opine that Nigeria's policy on presence of a strong philosophical base in educational .system". A paper
IIlV SIlI\III1Il the level 01 phdllsllphy education suggests a pragmatic approach; the system of education in Nigeria. presented at the 26th Annual
mluscd 1Il1\) ihe .ducurum S stem To an exi tcntial approach; an idealistic Conference of the Philosophy of
discover this, we will firsl of [Ill need to approach; a realistic approach, and many Education Association of
find out the nature and level of relationship other approaches. But they were quick to Nigeria (PEAN) at Olabisi
20 21 Vol. 15. No. 2. December, 2015 Onabanjo University, Ago- Republic of Nigeria with Iwoye. October. Amendments 2011. Federal Government of Nigeria.( 1962- Hirst, P.H. (1963). "Philosophy and 1968). First national development plan. educational theory" in British Lagos: Federal Ministry of Information. Journal of Educational Studies, 12,
Federal Government ofNigeria.(1970-74). 51 Second national development plan. Lagos: Lucas, C. J. ed. (1969). What is philosophy Federal Ministry of Information. of education? London: Macmillan Federal Government of Nigeria.(1976- Company. 1980). Third national development plan. Nduka, O. (2006). The roots of African Lagos: Federal Ministry of Economic underdevelopment and other Development. essays. lbadan: Spectrum Books Federal Government of Nigeria.(l981- Ltd.
1985). Fourth national Osokoya, 1.0. (2002). History and policy development plan. Lagos: Federal of Nigerian education in world Ministry of Information. perspective. lbadan: AMD Federal Republic of Nigeria.(2004). Publishers
National policy on education. 4th Osokoya, 1.0. (2008). Contemporary ed. Lagos: NERDC issues in education history and Federal Republic of Nigeria.(2013). policy in Nigeria. Ibadan: Laurel National policy on education. 6th Educational Publishers. ed. Lagos: NERDC. Taneja, V.R. (2001). Educational thought Federal Republic of Nigeria.(20 11). 1999 and practice. India: Sterling Publishers Constitution of the Federal Private Ltd.
22