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PROBLEMS OF EDUCATION IN NIGERIA AND PROSPECTS THROUGH P4C

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education in Nigeria has long faced multifaceted challenges ranging from inadequate infrastructure to curriculum issues and socio-economic disparities. Despite these challenges, there are promising prospects, such as the implementation of Philosophy for Children (P4C), which aims to foster critical thinking and improve educational outcomes.

Following the established fact that the Nigerian nation was being colonized by the Britain, Nigerian educational system was constructed on a remnant of the three ‘Rs’ as brought by the British government, -these include: READING, WRITING AND ARITHIMETICS. The formation of the Nigerian academic system consciously omitted the most vital or important educative valves. The fourth ‘R’ which was termed reasoning  or thinking has been considered by many scholars as being a formality.

Obviously, we teach our children how to write, read and do arithmetic in our schools and these values are entered in all our curricular. But very unfortunately, the most essential valence or ingredients of education - that is reasoning is conspicuously absent in the school curriculum.

In Nigeria, no teacher teaches our children how  to think and reason under a certain condition within a given period of time. Both in secondary schools and tertiary institutions, there is no text book whereby the 'principles of good reasoning and thinking are put in place for people's use.

It is interesting to note that the private institutions in Nigeria have the good intention but since the force of pre-established curriculum of the country limits them which compels our educative system to that mere values of writing, reading and arithmetic - thereby ignoring the most important ingredients of education called reasoning and thinking - they (the private institutions) fell into the same academic pit with public schools.

Apparently, Philosophy for Children (P4C), is not all about teaching the children views and ideas of specific philosophers of the world or of teaching children the University-style philosophy in schools.

Rather, it is about reconstructing the age-old discipline of philosophy to make it easy accessible for children and teachers alike. Philosophy for Children (P4C), is all about Laying foundations for good thinking and sound reasoning – in contexts, both in and out of schools. It is about helping children find ways to connect their thoughts and ideas with others, to enable them build a coherent understanding of the world and their experience of it. Teaching children to value and as well respect the views of others, while at the same time encourage them to look for reasoning regarding what they think, believe, say or act. In fact, philosophy for children in this way, helps to build that self-esteem in person especially as it concerns our children.

We believe that both the private and public owned schools could move from the present academic tragedy to academic excellence. It is my candid opinion that one of the ways out of this educational mess is the adoption of the critical, creative and caring thinking. I said this taking cognizance of the fact that philosophy for children (P4C) is never about teaching children the views of specific philosophers or of teaching University – style philosophy in schools. As I had pointed before, philosophy for Children is all about:

(a)         Laying foundations for good thinking and reasoning both in and outside school;

(b)        Helping children to seeing beyond “hard-facts”; assisting them to make reasonable judgements;

(c)         Reconstructing: the age-old discipline of philosophy to make it accessible for children and teachers,

(d)        Thinking in different ways and at different levels; for instance, thinking about a question and concept;

(e)         Helping children find ways to connect their thought and ideas with others, so that they can build a coherent understanding of the world,

(f)           Providing opportunities for children to discover and invent ideas" rather than merely absorbing and regurgitating the views of others.

(g)         Demonstrating to children the value of reflective and self-corrective discussion for improving their understanding and resolving.

Philosophy for Children is as much about problem seeking as it is about problem solving.

Now, regarding the fact that in issues of philosophy for children, children and their teacher share some reading or listening, the children take thinking time to devise their own questions and then discuss them accordingly.

1.2 Statement of the Problem

The Nigerian education system is plagued by various issues including outdated curricula, insufficient funding, and regional disparities. These factors contribute to low educational attainment levels and hinder the development of a skilled workforce needed for national growth.

1.3 Objectives of the Study

The main objective of this study is to determine the potential of Philosophy for Children (P4C) in addressing the problems within the Nigerian education system. Specific objectives include:

i. To evaluate the impact of P4C on critical thinking skills among Nigerian students.

ii. To determine the effectiveness of P4C in fostering inclusive and participatory learning environments.

iii. To find out the challenges and opportunities in implementing P4C across different educational settings in Nigeria.

1.4 Research Questions

Based on the specific objectives, the following research questions are formulated:

i. What is the impact of Philosophy for Children (P4C) on the critical thinking skills of Nigerian students?

ii. What is the effectiveness of P4C in fostering inclusive and participatory learning environments in Nigerian schools?

iii. How does the implementation of P4C vary across different educational settings in Nigeria?

1.5 Research Hypotheses

Hypothesis I

H0: There is no significant impact of Philosophy for Children (P4C) on the critical thinking skills of Nigerian students.

H1: There is a significant impact of Philosophy for Children (P4C) on the critical thinking skills of Nigerian students.

Hypothesis II

H0: There is no significant effectiveness of P4C in fostering inclusive and participatory learning environments in Nigerian schools.

H2: There is a significant effectiveness of P4C in fostering inclusive and participatory learning environments in Nigerian schools.

Hypothesis III

H0: There is no significant variation in the implementation of P4C across different educational settings in Nigeria.

H3: There is a significant variation in the implementation of P4C across different educational settings in Nigeria.

1.6 Significance of the Study

This study is significant as it explores innovative educational approaches like P4C that have the potential to mitigate longstanding educational challenges in Nigeria. By understanding the impact and effectiveness of P4C, policymakers and educators can make informed decisions to enhance educational quality and equity.

1.7 Scope of the Study

The study focuses on the implementation of Philosophy for Children (P4C) within the context of Nigerian educational institutions, encompassing primary, secondary, and possibly tertiary levels. It examines both public and private schools across different regions to provide a comprehensive analysis.

1.8 Limitations of the Study

Limitations may include the availability of resources for conducting widespread surveys or interviews across diverse geographic areas within Nigeria. Additionally, cultural and contextual factors may influence the implementation and reception of P4C in various educational settings.

1.9 Definition of Terms

Philosophy for Children (P4C): An educational approach that encourages children to think critically, discuss philosophical questions, and engage in collaborative inquiry.

Critical Thinking Skills: The ability to analyze information objectively, evaluate arguments, and make reasoned judgments.

Inclusive Learning Environments: Educational settings that accommodate diverse learners, promote equity, and foster active participation.

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