Abstract:
Critics of the Nigerian system of education have tended to see it at colonial inheritance,
perpetuated by the agents of imperialism. Unfortunately while there has been widespread
defenchartment with the inherited curriculum, leading to some degree of success in indefinsation,
questions challenging the continued advance of western educational ideas have been nearly
absent. We often fail to realize that ideas shape practice. The paper therefore, argues that no
matter what efforts we make at changing practice, unless the ideas which influence such a practice
are addressed, our efforts may not adherence much on the desired direction. The paper advocates
that ideas of educational thinkers of the west is not sufficient to make us appreciate the dynamic of
our educational system, but rather the way these ideas have been interpreted and applied by our
native great thinkers and the resultant impact in our educational system, should also find a place
in our curriculum and education policies. The paper however, did not take a stand in the debate
other than drawing some educational implications posing challenges to Nigerian educators,
particularly the philosophers of education
