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Item A re-examination of the role of religion in education(Faculty of Humanities, Management and Social Sciences, Federal University, Kashere Gombe State, Nigeria, 2013) Mepaiyeda, S. M.Religion has played major roles in other facets of human endeavours, be it political, economic, medical or educational. Right from the Middle Ages when the church reached its zenith of expansion, the field of education was positively enhanced with the establishment of about eighty universities in Western Europe. Interestingly, records showed that these universities were theologically oriented because they metamorphosed from schools attached to churches, Furthermore, the missionaries who propagated Christianity took along with the Gospel a certain kind of Education in order to enlighten their converts and train them in institutions they established. However, in recent years, some government’s policies have undermined the place of religion in education most especially in Nigeria. Religious subjects have been de-emphasized while science related courses are promoted in order to boost technological advancement. Secondly, individuals, corporate organizations and some educational institutions seem to have the notion that religion today has little or no relevance in education. No wonder the population of students into the Department of Religious Studies in few universities that offer them is low when compared with other departments in the Faculty. Furthermore, it is saddened to note that most of the private universities especially the mission-established ones do not give the study of religion the priority it deserves. This paper, therefore, seeks to investigate the reasons adduced the stakeholders on the neglect of religious education in academic circles with a view to determining the relevance of religion in the contemporary world.Item A thenian educational values as consideration for social development(Department of Classics, University of Ibadan, Ibadan, 2016) Adekannbi, G. O.; Akinboye, G.Ancient Athens was reputed to be a bright intellectual, educational and cultural center all over ancient Greece and beyond. The primary objective of its education was the cultivation of the person's mental, physical and moral qualities, with a view to helping the youth to become cerebral, physically strong, decent and then useful to his city and fellow citizens. The emphasis of Athenian education was preparing well-rounded citizens who were conscious of lofty values behind performing whatever task was asked of them. In contrast with many contemporary schools that focus on short-term outcomes, the Athenian school system took a lifelong view. Educational approach that aims at producing quality leaders and value-oriented people is hard-fought today. The place of proper values in relation to educational goals has been given very little attention by most educational institutions. Attitudes of growing number of parents and teachers are no help. In the attempt to attain personal goals, all eyes seem shut to development of those personal qualities that are most crucial to real community development: honesty, integrity, and the ability to work collaboratively. This article reviews the Athenian approach to education and posits that the values embedded in the Greeks’ basic education dictated the societal outcome of schooling in the ancient time. Then, with a discussion on Pericles’ Funeral Oration, a value assessment is presented. In sum, emphasis is placed on the social need for a value-driven education that involves an entire community in the article to demonstrate that coping effectively and creatively with emerging national and world trends requires more than possession of new knowledge and skills.Item A thenian educational values as consideration for social development(Department of Classics, University of Ibadan, Ibadan, 2016) Adekannbi, G. O.; Akinboye, G.Ancient Athens was reputed to be a bright intellectual, educational and cultural center all over ancient Greece and beyond. The primary objective of its education was the cultivation of the person's mental, physical and moral qualities, with a view to helping the youth to become cerebral, physically strong, decent and then useful to his city and fellow citizens. The emphasis of Athenian education was preparing well-rounded citizens who were conscious of lofty values behind performing whatever task was asked of them. In contrast with many contemporary schools that focus on short-term outcomes, the Athenian school system took a lifelong view. Educational approach that aims at producing quality leaders and value-oriented people is hard-fought today. The place of proper values in relation to educational goals has been given very little attention by most educational institutions. Attitudes of growing number of parents and teachers are no help. In the attempt to attain personal goals, all eyes seem shut to development of those personal qualities that are most crucial to real community development: honesty, integrity, and the ability to work collaboratively. This article reviews the Athenian approach to education and posits that the values embedded in the Greeks’ basic education dictated the societal outcome of schooling in the ancient time. Then, with a discussion on Pericles’ Funeral Oration, a value assessment is presented. In sum, emphasis is placed on the social need for a value-driven education that involves an entire community in the article to demonstrate that coping effectively and creatively with emerging national and world trends requires more than possession of new knowledge and skills.Item Adult education, Islam, and socio-economic development(The Islamic Cultural Centre and London Central Mosque, London, 2017) Kareem, M. K.; Bankole, A. S.Seeking education knows no bounds, age, gender and race in the ancient and modem world. In Islam, the first act (Q2:31-33) and Quranic revelation about 1437 years ago was on education and knowledge acquisition (Q96:l-5). Education is undeniably important and cannot be overemphasized in all the affairs of man, whether social, political, economic and spiritual. This paper, therefore, examines the concept, importance and role of adult education in general and Islamic perspective of adult education in particular relating these to socio-political and economic development. This is done with a view to hypothesizing that education, whether for adults or youths, dictates the level of social and economic development because one cannot give what one does not have. Thus, education can have no ending because it is life. Being a qualitative study, the researchers utilize descriptive methodology to analyze data on adult education to support the paper’s arguments. Findings reveal that Islam provides solutions educationally to resource constraints (human and material) which are the major determinants of the sustainability of social and economic development, the abandonment of which culminated in underdevelopment, crass illiteracy, poverty, ignorance and discouragement of scientific enquiry. The paper analyzed many Quranic verses that encourage man (as homo sapiens) to think, ponder, reflect and discover improved ways of socio-political and economic life for sustainable development (e.g. Q27:69 and Q29:20). The paper recommends properly targeted and delivered adult education to end social strife in today’s world.Item The Nigerian language policy: theory or practice?(The Linguistic Association of Nigeria, 2013) Fadoro, J. O.The language provision in the National Policy of Education (l977) prescribes among others that 'in the interest of national unity, each child should be encouraged to learn one of the three major languages' (i.e. Hausa, Igbo, and Yoruba), Scholars have frowned at the language used in couching the recommendations. For instance, Bamgbose (2000b) opines that some 'escape-clauses' were woven into the recommendations, such that stakeholders in education can violate them with impunity. This study was carried out to find out whether the three major languages are being taught in secondary schools as subtly prescribed by the language policy. In the course of the study, thirty-five schools spread across three states - Oyo, Ogun, and Lagos - were sampled. Information gathered show that Yoruba is taught in all the schools, whereas Hausa, Igbo and Yoruba are taught only in four of them, while Igbo is taught in seven of them. From this, we deduced that only four schools teach the three major languages. Three of them are located in Lagos State while one is located in Oyo State. None of the schools visited in Ogun State teaches the three major languages