Philosophical Education toward Democratization and Boko Haram Insurgency in NigeriaReport as inadecuate




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International Education Studies, v9 n9 p87-98 2016

This paper examines Nigeria's democratization dilemmas and the imperatives of an educational framework against the backdrop of the Boko Haram insurgency. It identifies and connects the pattern, character and dynamics of the existing educational system. It also discusses the system's failure in calling for a new approach to overcome the prevailing dearth of civic order and the increasing spread of dissent groups. This new method is about acculturating Nigerian youth into a more civic culture, a Nigeria where citizens can live side by side with each other in peace." While examining both theoretical and practical characteristics of this new educational agenda, the paper especially examines the link between philosophical education and the development of a civic culture, trusting that such a connection suggests an approach to education that may assist future policy makers, educators, and teachers. Specific theoretical analysis of pedagogical and philosophical education contained here can further the current understanding of how philosophical education is likely to facilitate the development of the values, beliefs, and attitudes that generally underpin the operations of a civic society, developments desperately needed to address the problem of Boko Haram and the increasing spread of dissent groups in Nigeria.

Descriptors: Foreign Countries, Terrorism, Violence, Democracy, Educational Practices, Civics, Educational Philosophy, Cultural Influences, Citizenship Education, Literature Reviews, Qualitative Research, Indigenous Populations

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Author: Ugwuozor, Felix Okechukwu

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=312&id=EJ1112606







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