DEPARTMENT OF EARLY CHILDHOOD AND EDUCATIONAL FOUNDATIONS

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Start date: 2010End date: 2019

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    Karl Marx historical dialectics, cultural education and Nigeria’s economic goals
    (2019) Meroyi, S. I.
    Education is an important tool in achieving sustainable peace. Where there is no peace, chaos, destruction of lives and properties are inevitable, there will not be development therefore, stagnation and retrogression will be the likely outcomes. Knowledge is very essential to ensure peace and stability in any society. This can be achieved through the process of education. For a state or society to achieve sustainable peace, the quality and practice of its education becomes very essential. This paper examined the concepts of education and peace. It provides a philosophical insight into the various ways the process of education in Nigeria can be employed to achieve sustainable peace. The study reveals that curriculum, pedagogy and subject approaches are vital in inculcating social values and peace in the society. They are required if the potency and efforts of the process of education in strengthening and promoting peace will not be defeated. It concluded by stating that while proven and effective programmes and curriculum are in place in Nigeria's educational policy, educators have what it takes to demonstrate, impart and help learners to develop and reflect the culture of peace through classroom interactions. It finally suggested ways of promoting peace through education. This include creation of conducive atmosphere for learning, allocation of adequate funds for educational development, discouraging quota System, separating religion from secular education and provision of culturally relevant curriculum
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    Education for sustainable peace in Nigeria
    (2019-01) Meroyi, S. I.
    Education is an important tool in achieving sustainable peace. Where there is no peace, chaos, destruction of lives and properties are inevitable, there will not be development therefore, stagnation and retrogression will be the likely outcomes. Knowledge is very essential to ensure peace and stability in any society. This can be achieved through the process of education. For a state or society to achieve sustainable peace, the quality and practice of its education becomes very essential. This paper examined the concepts of education and peace. It provides a philosophical insight into the various ways the process of education in Nigeria can be employed to achieve sustainable peace. The study reveals that curriculum, pedagogy and subject approaches are vital in inculcating social values and peace in the society. They are required if the potency and efforts of the process of education in strengthening and promoting peace will not be defeated. It concluded by stating that while proven and effective programmes and curriculum are in place in Nigeria's educational policy, educators have what it takes to demonstrate, impart and help learners to develop and reflect the culture of peace through classroom interactions. It finally suggested ways of promoting peace through education. This include creation of conducive atmosphere for learning, allocation of adequate funds for educational development, discouraging quota System, separating religion from secular education and provision of culturally relevant curriculum
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    Karl Marx historical dialectics, cultural education and Nigeria’s economic goals
    (2018) Meroyi, S.I.; Olajide, O.T.
    Educational policy do change as a result of changes in social, economic and political structures. The present 2013 educational policy document became necessary because the nation intends lo meet the medium term economic development plans (NEEDS). This strategies plan has engendered an expanded rote for education as an investment for economic development and social change. The study therefore raised a fundamental question on the relevance of the present of westernized educational System. Karl Marx's historical dialectics emphasized that the social, political, legal and educational System depend on a super structure. the prevailing economic structure. If education is part of the superstructure, there is need to see how the nation can achieve her goal via the cultural education datum. The study employs an integrative approach which is a combination of the speculative, analytical and prescriptive mode of philosophizing. Historical dialectics provided the framework for analyzing the ability of education to meet the needs of the nation vis a vis the economic structure of the society. This study argues that, to meet the economics goal as expressed and emphasized in the 2013 National Policy on Education. the curriculum should be built to meet the economic needs of the society through its cultural dictated practices. Cultural education thus will mean having an environmental and geographical dictated curriculum. An education that de-emphasizes examination and embraces practicality and situated within her learners' culture and language
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    The place of philosophy of education and human nature in security management and national development
    (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.
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    The socratic method for creativity, critical thinking and sustainable development
    (2017) 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
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    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
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    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.
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    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
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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.
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    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