Browsing by Author "Meroyi, S. I"

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Civic learning in Nigeria: the logical thinking approach to social and political challenges
(2017) Meroyi, S. I; Sotoyinbo, A. O.|; Ajobiewe, O. A.
It is expected of every nation to show concern for the education of her citizens. Such education should foster in learners the ability to engage in logical reasoning in order to make life worthwhile and to be able to take independent decisions as well as exercise their will power. This paper examines the issue of civic learning and how its essence can be achieved through logical thinking to bring about desired peace and progress in the society. The paper posits that logical reasoning is essential in demonstrating civic attitudes and that experiential learning is a necessary component by which this can be achieved in learners. The paper concludes on the need for educators to stimulate and give promotion of logical reasoning in education a prime place within the teaching and learning activities in schools.
Critical thinking and creativity in the Nigerian philosophy of education
(Philosophy of education association of Nigeria, 2016-10) Meroyi, S. I
Developing critical thinking and possessing exceptional human capacity far thought and creativity are part of the skills that can help to achieve the goals of education. As higher education and job requirements become competitive, complex and technical, proponents argue that students will need skills such as critical thinking and creativity to successfully navigate the modem world, excel in challenging careers, process increasingly complex information, etc. As a result, it is expedient to foster critical thinking and creativity in education. To prepare leaders to solve problems and develop societies in the 21" century, there is the need to develop them in how to use cognitive tools of critical thinking and creativity. Critical thinking involves examining possibilities carefully, fairly and constructively, while creativity has to do with exploring ideas, generating possibilities, looking for many right answers rather than just one. The paper philosophically carries out conceptual analysis of critical thinking and creativity as educational concepts. It explores what they entail, the characteristics of a critical thinker and creative person, the relationship between the two concepts, as well as their relevance to education for the transformation and development of Nigeria particularly in achieving the Nigerian philosophy of education. Recommendations were thereafter suggested. The paper concludes that critical thinking skills go hand in hand with creative skills therefore, it is when educators realise the relationship between the two that leaders’ capacity for innovation to develop the society can be enhanced
Decolonising the Nigerian Curriculum: a Path to Self-Reliant Education
(2023-06) Adekunle, A. S.; Meroyi, S. I
The process of education is pivotal to the development of any society as no nation can rise beyond the level of her educational development. Curriculum is an important aspect of education; it determines the quality of educational System of any society. The Nigerian education System has suffered great setbacks due to the dysfunctional curriculum which it operates over the years. It has been established that effects of colonisation can still be felt in the Nigerian education sector which had continued to depend on the curriculum handed over from the colonial masters, which had rendered graduates of various institutions unqualified or 'half-baked' and unfit to meet the demands of their society. There has been economies underdevelopment as well as increased dependence on foreign technology. Previous researches have suggested modification of the curriculum as an antidote; however, this has not really yielded expected results due to poor commitment, perpetual change in policies and politicisation of educational decisions. This study adopted the method of philosophical discourse to examine the need to embark on decolonisation of the curriculum as a necessary means to resolve the situation and promote educational sustainability. The paper recommended that learning contents should be made to fit into the practical experiences of the Nigerian society; vocational skills should be inculcated into school activities/learning experiences, traditional values need to be promoted, while indigenous language should be employed alongside English language as modes of communication in schools to promote better understanding among learners.
Moral philosophy and social ethics in nation building
(2016-07) Meroyi, S. I; Sotoyinbo, A. O.
Education is a major tool for the development of man intellectually and socially. To this end, this work discusses the importance of utilitarianism as a moral philosophy followed by the examination of social ethics such as altruism, justice and truth telling, as they relate to knowledge and development of social and moral values among learners. In a philosophical context, we examine the relevance of the principles of utilitarianism to nation building, implication of the reviewed work and conclusion as they affect different cadres of society educators and learners alike are presented
Nigeria's educational process and ethical re-orientation
(Philosophy of education association of Nigeria, 2011) Meroyi, S. I
The need for value and ethical re-orientation of Nigerians have become very essential especially at such a time when the country has attained fifty years of independence with no concrete achievements besides those of the sixties. Concerns have been raised as to the veracity of education in inculcating appropriate social and moral values in leakers for the development of the country going by their attitudes and actions. The western education has been acclaimed to be responsible for the influx of certain social values that had bedeviled the sanctity of the African and Nigerian society. Africans are known for the principle of communalism among others unlike the individuality of the western 'culture. The need to give greater considerations to our indigenous values is highlighted in this article. It was realised that learners should be made to understand moral concepts through the lessons learnt in their classrooms to further entrench these African values. Similarly, social values of tolerance and sympathy need to be emphasised in order to re-orientate Nigerians for the envisaged growth
Nigeria's educational process and ethical re-orientation
(Philosophy of education association of Nigeria, 2009) Meroyi, S. I
The need for value and ethical re-orientation of Nigerians have become very essential especially at such a time when the country has attained fifty years of independence with no concrete achievements besides those of the sixties. Concerns have been raised as to the veracity of education in inculcating appropriate social and moral values in leakers for the development of the country going by their attitudes and actions. The western education has been acclaimed to be responsible for the influx of certain social values that had bedeviled the sanctity of the African and Nigerian society. Africans are known for the principle of communalism among others unlike the individuality of the western 'culture. The need to give greater considerations to our indigenous values is highlighted in this article. It was realised that learners should be made to understand moral concepts through the lessons learnt in their classrooms to further entrench these African values. Similarly, social values of tolerance and sympathy need to be emphasised in order to re-orientate Nigerians for the envisaged growth
Tai Solarin and education for self-reliance: a philosophical discourse
(Philosophy of education association of Nigeria, 2015-10) Meroyi, S. I; Idowu, V.A; Alade, M. A.
Over the years, western education has been widely accepted by many African countries to design their respective educational policies. Philosophical thinkers like Socrates, Plato, Aristotle, John Locke, etc, have been major influences in their quest for good educational policies. Although, there may appear to be defects or deficiencies in the educational practices of these traditional educational systems however, the neglect of their own ideas which are peculiar and relevant to their societies have become the bone in the development of their educational systems. While nothing may be wrong with appropriating educational ideas from non-African cultural backgrounds, total rejection of their own models of education is uncalled for. This paper therefore examines the ideas of Dr. Taiwo Solarin on Education for Self-reliance as a way out of the educational doldrums these countries are plunged into which, among others, had resulted in unemployment particularly, in Nigeria. The paper notes that although Nigeria’s 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 philosophical and analytical methodology, the paper examines education for self-reliance and posits that the present educational policy styles the graduates ’ initiatives to apply their theoretical knowledge pragmatically. The paper explores the views on education which reflects African cultural experiences based on vocational and technical education. The paper affirms that Nigeria is blessed with great thinkers and in our match to educational greatness, the paper concludes by advocating for the integration of Tai Solarins educational idea into the National Policy on Education in order to tackle unemployment in Nigeria
The place of philosophy of education and human nature in security management and national development
(Faculty of Aris & Education. Lead City University, Ibadan, 2018-06) Meroyi, S. I
One of the several purposes of education is the acquisition of knowledge required to re fine man in terms of behaviour and attitudes. Educational process has as one of its focuses, the affective domain, which is expected to influence man's attitudes, behaviour and character. Several works had been carried out on attitudes of man but not many had been done in the aspect of human nature as a factor that can influence moral behaviours. Philosophy comes handy in the inculcation of right moral actions as its component of axiology, through the aspect of ethics, encourages cultivation of right and good attitudes in interpersonal relations to guarantee security and development of the society. In ensuring this, understanding the nature of man as one of the contents of Philosophy of Education becomes expedient in order to find out good approaches by which thè process of education can build right moral attitudes and actions in man for the purpose of securing and developing the society. This paper attempts to examine in a philosophical discourse, thè place of human nature in cultivating right moral attitudes. It discusses concepts like hedonism, rationalism and virtue. This is to justify the essence of educational process as an instrument per excellence to achieve security and development aspirations of the society. The paper recommends among several others the need to structure contents of each lesson in the classrooms towards acquisition of appropriate social values and virtues that can enable learners become rational in their decision making. It also suggested that a philosophical understanding of the nature of man will enable teachers as well as school counsellors to be more effective in their professional responsibilities. The paper concludes by stating that an understanding of the nature of man and its philosophical implications will enable educators practice their profession efficiently to attain society’s desired goals of secured and developed environment.
The socratic method for creativity, critical thinking and sustainable development
(Philosophy of education association of Nigeria, 2017-10) Meroyi, S. I; Olajide, O. T.
In Nigeria today, there is a growing need for individuals to think in divergent ways to solve the nation’s social and economic challenges, and bring about desired growth. Education has been seen as the bedrock of development in any society. This paper takes a critical look at the Socratic method of imparting knowledge and how it can help learners to build creative ability that can lead to sustainable development in the society. Socrates stated that ideas are formed from the mind and with systematic questioning, man can reason out Solutions to life bordering issues in order to create, innovate as well as proffer Solutions to society's problems. This paper examines Socrates' dialogue with Menno, about a slave boy who was able to solve geometric equation without being taught by a teacher. The paper did not suggest a policy or skill, rather it emphasised the role of a teacher in helping to draw out or lead out the hidden potentials innate in man
The socratic method for creativity, critical thinking and sustainable development
(2017-10) Meroyi, S. I; Olajide, O. T.
In Nigeria today, there is a growing need for individuals to think in divergent ways to solve the nation’s social and economic challenges, and bring about desired growth. Education has been seen as the bedrock of development in any society. This paper takes a critical look at the Socratic method of imparting knowledge and how it can help learners to build creative ability that can lead to sustainable development in the society. Socrates stated that ideas are formed from the mind and with systematic questioning, man can reason out Solutions to life bordering issues in order to create, innovate as well as proffer Solutions to society's problems. This paper examines Socrates' dialogue with Menno, about a slave boy who was able to solve geometric equation without being taught by a teacher. The paper did not suggest a policy or skill, rather it emphasised the role of a teacher in helping to draw out or lead out the hidden potentials innate in man